Centro Escolar Integrated School, Inc.

- Malolos

Km. 44, McArthur Highway, Brgy. Longos, Malolos City, Bulacan 3005

Senior High School Department

A.Y. 2020-2021

In Partial Fulfillment of the Requirements for the Subjects: III and Practicum 2

“Assessing the Sleeping Habits of the Grade 12 Students of Centro Escolar Integrated

School - Malolos During the COVID-19 Pandemic”

By:

Cunanan, Fate Westly M.

Dungganon, Ma. Michaela S.

Stuart, Jerra Mae C.

Tiangco, John Kenneth P.

Villegas, Michaella J.
 ABSTRACT

The rise of the COVID-19 pandemic has been tremendously affecting all people globally.

As a result, the researchers of this report agreed to concentrate on assessing the sleeping habits of

Grade 12 students of Centro Escolar Integrated School, Inc. in Malolos, Bulacan, for the

academic year 2020-2021. Hence, the overall purpose of this study is to determine their age,

gender, and academic achievement, as well as the environmental, psychological, social, and

academic demand factors influencing their sleep quality. The researchers sent an online survey

questionnaire via Microsoft Forms to their 62 respondents from the Grade 12 students in all

strands (Science Technology Engineering and Mathematics, Accountancy Business and

Management, and Humanities and Social Sciences) of Centro Escolar Integrated School, Inc. -

Malolos which were selected through Proportional Stratified Random Sampling. Through the

multiple choice and Likert scale, the researchers were able to determine the average hours of

sleep in accordance with the demographic profile and analyze the level of agreement (strongly

disagree, disagree, neutral, agree, strongly agree) from the responses of the students on the

factors influencing their sleeping habits provided in the questionnaire using the relative

frequency distributions, weighted means, and standard deviations.

As per the results, the majority of Grade 12 students in their seventeenth-year sleep for an

average of 8 hours a night. Although most students in their eighteenth year sleep an average of

six hours a night. Furthermore, the majority of students in their nineteenth-year sleep for an

average of 7 hours a night. The majority of female Grade 12 students sleep for an average of 7

hours a night. Yet the Grade 12 Male students at the same school sleep for an average of 8 hours

a night. On the other hand, the majority of Grade 12 honor students have an average bedtime of 6

hours. While Students without honors, sleep for an average of 7 hours a night. When it comes to

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factors influencing students' sleeping habits, the major environmental factor is room temperature,

while the least influential environmental factor is an uncomfortable bed and/or pillows. Even so,

stress is a psychological factor that has a major impact on students' sleeping patterns. Though

medication intake has the least impact on students' sleeping habits. Moreover, the excessive use

of phones to browse different social media sites has a significant impact on the sleeping habits of

Grade 12 students. Watching TV and/or reading the news, on the other hand, is the social aspect

that has the least impact on students' sleeping patterns. Eventually, the academic demand that has

the biggest impact on Grade 12 students' sleeping habits is the need to complete schoolwork due

today. While coffee intake to complete the pending activities due for the day has the least effect

on their sleeping habits. With these findings, the researchers developed a brochure as an

intervention material, which contains findings and advice on how to overcome and deal with the

students' sleeping patterns.

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 Acknowledgement

The study was made possible and became a reality thanks to the direction and

unwavering support of several people. Without these individuals who assisted the researchers

during the study's duration, it would not have been feasible to complete it. The researchers want

to express their sincere and heartfelt gratitude to each of them.

First and foremost, the researchers want to express their gratitude and admiration to the

Lord Almighty for giving them enough power, intelligence, and patience to conduct and finish

this study. The researchers' parents, who supported them and supplied for their necessities, were

a manifestation of the Lord's love and care for them; the researchers will be eternally thankful for

their lives.

The researchers would also want to express their gratitude to Ms. Rochelle Tolentino, the

subject teacher in III (Inquiries, Investigations, and Immersion), respectively, for allowing them

to do this research project and for providing them with the best possible assistance during the

process. Furthermore, Mr. Reinard T. Sanchez, and Ms. Jaria Mae Dayao, are also thanked for

their time and work in verifying the research instrument that the researchers employed in their

study. Ms. Marly Nicorina Lopez, who assisted and guided the researchers in their questionnaire,

data presentation, analysis, and interpretation, is also acknowledged by the researchers.

Finally, the researchers would like to express their heartfelt gratitude to Mr. Jay-Arr C.

Tayao, the dearest principal of Centro Escolar Integrated School, Inc. - Malolos, and Ms. Marife

V. Cabuyao, the assistant principal, for enabling the researchers to perform this study and

therefore contributing to its success.

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 Table of Contents

Abstract. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

Acknowledgement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii

Table of contents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

List of Tables. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vii

List of Figures. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viii

References. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66

List of Appendices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72

CHAPTERS

1. CHAPTER 1: The Problem and Its Background

1.1 Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

1.2 Statement of the Problem. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

1.3 Theoretical Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

1.4 Conceptual Framework. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

1.5 Significance of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

1.6 Scope and Delimitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

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1.7 Definition of Terms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

2. CHAPTER 2: Review of Related Literature and Studies

2.1 Sleeping Habits of Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

2.2 The Impact of COVID-19 Pandemic on the Sleeping Habits of the Students . . . . . 17

2.3 The Factors Affecting to the Sleeping Habits of the Students. . . . . . . . . . . . . . . . . 21

2.4 Tips on Having a Healthy Sleeping Habit. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

2.5 Synthesis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

3. CHAPTER 3: Methodology of the Study

3.1 Research Design. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

3.2 Population and Sample Size. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

3.3 Instrument. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34

3.4 Data Gathering Procedure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36

3.5 Data Analysis. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

3.6 Methodological Limitations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

4. CHAPTER 4: Presentation, Analysis, and Interpretation of Data

4.1 The Demographic Profile of the Respondents. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39

4.2 Average Hours of Sleep of the Students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42

4.3 Factors Affecting the Sleeping Habits of the Students. . . . . . . . . . . . . . . . . . . . . . . 47

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4.4 “An Escolarian Journey Towards a Healthy Sleeping Habit” Brochure. . . . . . . . . 56

5. CHAPTER 5: Summary, Conclusions, and Recommendations

5.1 Summary of Findings. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59

5.2 Conclusions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

5.3 Recommendations. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64

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 List of Tables

Table 3.1 Distribution of Sample Size in each Stratum. . . . . . . . . . . . . . . . . . . . . . . . . . 36

Table 4.1 Frequency and Percentage Distribution of the Hours of Sleep of the 47

Students in Accordance with Their Age. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Table 4.2 Frequency and Percentage Distribution of the Hours of Sleep of the

Students in Accordance with Their Sex. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Table 4.3 Frequency and Percentage Distribution of the Hours of Sleep of the

Students in Accordance with Their Academic Achievement. . . . . . . . . . . . . . . . . . . . . 51

Table 4.4 Frequency, Mean, and Standard Deviation of the Environmental Factors

Affecting the Sleeping Habits of the Grade 12 Students of Centro Escolar Integrated

School, Inc. - Malolos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Table 4.5 Frequency, Mean, Standard Deviation, and Verbal Interpretation of the

Psychological Factors Affecting the Sleeping Habits of the Grade 12 Students of

Centro Escolar Integrated School, Inc. - Malolos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

Table 4.6 Frequency, Mean, Standard Deviation, and Verbal Interpretation of the

Social Factors Affecting the Sleeping Habits of the Grade 12 Students of Centro

Escolar Integrated School, Inc. - Malolos. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58

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 List of Figures

Figure 1.1 Process dynamics of personal and environmental aspects of fatigue and

recovery/restoration. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Figure 1.2. Paradigm of the Study. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Figure 4.1 Demographic Profile of the Respondents in Terms of Age. . . . . . . . . . . . . 44

Figure 4.2. Demographic Profile of the Respondents in Terms of Sex. . . . . . . . . . . . . 45

Figure 4.3. Demographic Profile of the Respondents in Terms of Academic

Achievement. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

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 CHAPTER 1

The Problem and Its Background

This chapter presents the problem and its background. Specifically, it discusses the

introduction, statement of the problem, conceptual framework, theoretical framework,

significance of the study, scope and delimitation, and definition of terms.

Introduction

In today’s modern society, wherein a lot of people are more likely to be exposed to

different physical and social activities that could burn all their energies away within the day,

sleep is probably one of the most effective ways for them to regain, recharge, and replenish the

liveliness that they have lost for them to be able to be active again for the succeeding time. In the

case of the students, sleep plays an immense role in restoring their enthusiasm to study and to be

diligent in doing their day-to-day school works, as well as attending school. According to

Gamsky (2016), consistently getting a good amount of sleep will help improve the student’s

mental, emotional, and physical performance, both in school and at home. It is because sleep

improves the immune system, balances hormones, boosts metabolism, and enhances brain

functions. Furthermore, Gamsky (2016) also claimed that sleep is essential for the student’s

success in school as this is the time wherein the brain is said to be “cleaning” itself.

However, certain circumstances can hinder the quality of sleep that the students are

getting. To be specific, the rise of the COVID-19 pandemic has been tremendously affecting the

lives of all people globally. According to Cennimo (2021), COVID-19 is an illness caused by a

novel coronavirus called severe acute respiratory syndrome Coronavirus 2 (SARS-CoV-2),

which was first identified in Wuhan City, Hubei Province, China. With this, the World Health

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Organization (2021) stated that children, adolescents, older people, and those with underlying

medical problems such as cardiovascular disease, diabetes, chronic respiratory disease, and

cancer are more likely to develop a serious illness once infected by the virus.

Due to this threat to the world’s global health, the leaders of the different countries

started to take various preventive measures to limit the possible spread of the COVID-19 virus. It

has then resulted in lockdowns imposed by the government sectors, specifically in the

Philippines. According to the Department of Health (2020), the paradigm of the “new normal”

pertains to a new way of thinking about and deciding on how to better deal with the virus by

reducing vulnerability through the means of keeping a healthy lifestyle, observing infection

control measures, and establishing effective disease management mechanisms. Moreover, the

said new normal also includes the closure of various public and private establishments following

the Enhanced Community Quarantine (ECQ) implemented by the Philippine government. The

educational institutions, both public and private, had to adjust to the new situation resulting in

the prohibition of face-to-face interactions and mass gathering. This leads to the implementation

of online classes wherein it is up to the decision of the school’s administration on how they will

execute both the synchronous and asynchronous classes to the students.

As supported by the information above, Marelli et al. (2021) stated that there was a

significant increase in psychological distress, symptoms of mental illness, and worsening of

quality of sleep in the general population. The study found out that an increase in bedtime hour,

sleep latency, and wake-up time before and during the COVID-19 pandemic have worsened. In

particular, the impact of the delay in bedtime and in the wake-up time was more evident to the

students. In another study conducted by Saadeh et al. (2020) on the undergraduate university

students in Jordan, it was found out that the sleep quality of their participants was negatively

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affected by the extended quarantine. They have also concluded that nearly half of the participants

have developed a poor sleep quality. Specifically, the prevalence of the said problem among the

participants is 76%, 71.5% for the males, and 77.8% for the females. Reports about mental

illnesses from the students are also present in this case as nearly 62.5% of the total population

have reported that the quarantine had a negative effect on their mental health. Therefore, the

study conducted by these researchers has shown how the COVID-19 has negatively affected not

just the sleeping habits and quality of sleep of students around the world, but also their mental

stability.

With all of these phenomena that are currently happening globally, and as guided by the

related studies conducted by other scholars, the researchers of this study decided to focus on the

assessment of the sleeping habits of the Grade 12 students of Centro Escolar Integrated School,

Inc. in Malolos, Bulacan for the academic year 2020-2021. Hence, the overall purpose of this

study is to determine the sleeping habits of the students based on their age, gender, and academic

performance, as well as the environmental, psychological, social, and academic demand factors

affecting the quality of their sleep. In addition, the researchers also aimed to develop and

produce an informative brochure once the gathered data are acquired. This learning material can

help spread awareness to the members of the academe regarding the topic at hand.

Statement of the Problem

The main objective of this study is to assess the sleeping habits of the Grade 12 students

of Centro Escolar Integrated School, Inc. in Malolos, Bulacan, academic year 2020-2021, during

the COVID-19 pandemic that the country is dealing with right now. All the results that the

researchers have gathered will be used to spread awareness to all the beneficiaries of this study,

particularly the students, parents, and teachers.

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 This research aims to answer the following questions:

1. What is the demographic profile of the Grade 12 students of CEIS - Malolos in terms of:

1.1 Age

1.2 Sex

1.3 Academic Achievement

2. What is the average sleeping hours of the Grade 12 students of CEIS - Malolos?

3. What are the factors affecting the sleeping habits of the Grade 12 students of CEIS -

Malolos during the COVID-19 pandemic?

3.1 Environmental Factors

3.2 Psychological Factors

3.3 Social Factors

3.4 Academic Demand Factors

4. Based on the findings, what possible learning material the researchers can develop to

further spread awareness and knowledge about the sleeping habits of the students?

Theoretical Framework

For the theoretical framework of the study, The Restoration Theory of Sleep, founded by

Oswald in 1966, is used as a theory for explaining why a person needs a healthy sleeping habit.

According to Oswald (1966), the function of sleep is to restore the body during periods of

inactivity so that adequate biological functioning is ensured. The tissues of the brain and body

are repaired and the chemicals needed for proper functioning are replenished. It stated that if this

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does not occur, the functioning of the brain and body would gradually break down. Oswald

(1966), further suggested that several types of sleep are necessary for restoring different

biological functions. Rapid Eye Movement sleep is necessary for brain growth, repair, and

reorganization. During the Rapid Eye Movement, sleep patterns of brain activity changes are

allowed to happen. On the other hand, Slow Wave Sleep repairs our brain back to sleep due to

growth of hormones which is important for protein synthesis.

Rapid-eye-movement sleep (REM) is imperative in the restoration of mental functions,

while non-rapid-eye movement sleep (NREM) is responsible for restoring the physiological

functions. In support to this theory, a research conducted in 2011 showed that REM sleep is

augmented after periods of strenuous physical activities and sleep deprivation. When an

individual is sleeping, the body augments its rate of protein synthesis and cell division, which is

a clear indication that restoration and repair took place. Oswald (1996) also stated the

recommended hours of sleep depending on the age and conditions of an individual. He stated that

a newborn (0-3 months) needs to sleep for 14 to 17 hours. Infants (4-11 months) need to sleep

for 12 to 15 hours. Toddlers (1-2 years) need to sleep for 11 to 14 hours. Preschoolers (3-5 years)

need to sleep for 10 to 13 hours. School-age children (6-13 years) need to sleep for 9 to 11 hours.

Teenagers (14-17 years) need to sleep for 7 to 10 hours. Adults (18-64 years) need to sleep for 7

to 9 hours. Lastly, Older Adults (65 and over) need to sleep for 7 to 8 hours. Oswald insisted that

there is an increase in growth hormone production during REM and to support that theory he

conducted a study on mammals and animals and found out that burn injuries on rats heal slower

if they are sleep deprived. Stressed or depressed people for longer periods and this explains why

people generally report feeling better after a long sleep if they are ill.

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 Figure 1. Process dynamics of personal and environmental aspects of fatigue and

recovery/restoration

A study of Oswald (2011) backs up this hypothesis, showing that cycles of REM sleep

increase after periods of sleep deprivation and strenuous physical activity. The body also raises

the rate of cell division and protein synthesis while sleeping, implying that sleep is a time for

recovery and regeneration. Substantial cell repair occurs in the body whilst sleeping. During

sleep, the immune system strengthens and eliminates waste products from muscles. Researchers

concluded the findings of a study published in the Journal Science (2013) indicating that the

brain uses sleep to filter out waste toxins. They say that one of the main reasons we sleep is

because of our waste management method. The brain's finite resources, according to one of the

study's scientists, Nedergaard (2013), compel it to choose between two usable states: awake and

alert or asleep and cleaning up. They also speculate that issues with clearing out this brain waste

may play a role in a variety of brain diseases, including Alzheimer's disease. Sleep has an effect

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 on multiple physiological functions, so it's likely that it happens for a variety of causes. Sleep is

thought to perform a variety of physiological and psychological functions, including the removal

of brain chemicals and the consolidation of learning into memory. Sleep allows our brain to

consolidate learning and in particular to make sense of memory and store them in a logical order.

Logical order includes the diagram above. People who get plenty of sleep non-REM sleep in the

first half of the night and REM sleep in the second half improve their ability to perform spatial

tasks.

Conceptual Framework

The chart below shows the Input-Process-Output (IPO) Model that illustrates and

summarizes the researchers’ aim to the study.

Input Process Output

 Demographic Profile of
the Grade 12 Students
in
Terms Of:
– Age
– Sex
– Academic
Achievement  Assessment of the
Sleeping Habits of the
 Average Hours of Sleep Grade 12 Students of
of the Grade 12  Assessment of the Centro Escolar
Students Sleeping Habits of Integrated School –
Grade 12 Students Malolos During the
 Factors Affecting the During the COVID- COVID-19 Pandemic
Sleeping habits of the 19 Pandemic
Grade 12 Students Questionnaire  An Escolarian Journey
During the COVID-19 Towards a Healthy
Pandemic Sleeping Habit
– Environmental Brochure
Factors
– Psychological
Factors
– Social Factors
– Academic 7
Demand Factors
 Figure 1.2. Paradigm of the Study

The input consists of the demographic profile, specifically the age, gender, and academic

achievement of the Grade 12 students of CEIS - Malolos, as well as the environmental,

psychological, social, and academic demand factors that affect their sleeping habits.

Moreover, the researchers conducted a survey to collect all the necessary information

from the Grade 12 students of Centro Escolar Integrated School – Malolos, through their

modified questionnaire entitled, "Assessment of the Sleeping Habits of Grade 12 Students

During the COVID-19 Pandemic" which was conducted through Microsoft forms. By way of

this online questionnaire, the researchers were able to gather nominal, ordinal, and interval data

by requiring the respondents to determine their demographic profile and hours of sleep using a

multiple-choice type of question, along with their level of agreement to the factors affecting their

quality of sleep through the use of 5-point Likert Scale Frequency.

The researchers were able to develop the output of this study after the data was collected

that resulted in the assessment of the sleeping habits of the Grade 12 students of Centro Escolar

Integrated School - Malolos for the academic year 2020-2021. Eventually, the researchers were

then able to formulate an intervention learning material for the assessed average hours of sleep

and factors affecting the sleeping habits, which is a brochure entitled "An Escolarian Journey

Towards A Healthy Sleeping Habit." This brochure contains descriptions, tips, and ways that the

students, parents, and teachers should consider to reduce their exposure to factors that disrupt a

person's sleeping patterns.

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Significance of the Study

This study aims to assess the sleeping habits of the Grade 12 students during the COVID-

19 pandemic in accordance with their demographic profile, as well as the environmental,

psychological, social, and academic demand factors affecting their quality of sleep. The vital

results of this study could be highly significant and beneficial to the following stated below:

To the Students. As an intrinsic part of the education system, they are the main focus of

this study wherein it will benefit them in a way that they can gain a lot of knowledge when it

comes to their sleeping habits during the COVID-19 pandemic. Furthermore, this study can also

provide them with a set of information on how to better deal with these difficulties.

To the Parents. Through the help of the gathered results from this study, they will get to

be well-informed on the sleeping habits of their children during the COVID-19 pandemic along

with the negative effects of not having enough sleep and the things that they can do to prevent it.

To the Teachers. Through this study, the teachers will be able to gain knowledge about

the status of the sleeping habits of their students during the COVID-19 pandemic. Teachers who

are well educated about this subject will be able to come up with creative ways to assist their

students in improving their online learning without disrupting their sleep schedule. They can

eventually obtain more information about how to make online classes more successful by taking

into account the variables that can influence students' sleeping habits.

To the School Administrators. This analysis would provide school administrators with

accurate information about students' sleeping patterns during the COVID-19 pandemic. They can

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inform and work with teachers and parents to discuss and think of a way to support students with

their sleeping habits, particularly in light of the pandemic.

To the Department of Education. As the Philippine government's executive department

is in charge of providing access to, fostering justice in, and enhancing the standard of primary

education, this research would provide a thorough understanding of students' sleeping habits

during the COVID-19 pandemic, as well as how school events influence their sleeping habits.

The Department of Education can administer training for all teachers in response to the results of

this report. Furthermore, they can devise a new and efficient method of delivering school

requirements without impeding the students' sleeping patterns.

To the Future Researchers. This study will motivate future researchers to have a further

assessment regarding the sleeping habits of a person. They may use a large-scale population,

where they may come up with findings beyond the result of this study. This study will serve as

their future reference when they decide to pursue the same field, while the gaps and limitations

that the researchers cannot address could give them new opportunities to conduct successful

research.

Scope and Delimitations of the Study

The scope of this study are the Grade 12 students of the Senior High School Department

of Centro Escolar Integrated School, Inc. in Malolos, Bulacan, academic year 2020-2021. The

survey questionnaire will be conducted through the use of Microsoft Forms due to the global

pandemic’s restrictions to go outside, to avoid any physical contact, and also for the ease of use

of the respondents of the study. The scope delves into the assessment on the sleeping habits in

terms of the demographic profile of the Grade 12 students such as their age, gender, and

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academic achievement in the midst of the COVID-19 pandemic. Furthermore, the researchers

also aimed to determine the environmental, psychological, social, and academic demand factors

affecting the quality of sleep of the students.

Moreover, this study is limited for the Grade 12 students of the Senior High School

Department of Centro Escolar Integrated School Inc. - Malolos. Other grade levels of the said

department were exempted from the study such as the Grade 11 students of Science, Technology,

Engineering, and Mathematics (STEM) strand, Accountancy, Business and Management (ABM)

strand, and Humanities and Social Sciences (HUMSS) strand. In addition, there are a total of 413

students in Grade 12 which will come from the three (3) academic strands, namely; Science,

Technology, Engineering, and Mathematics (STEM) strand which has 266 students,

Accountancy, Business and Management (ABM) strand which has 112 students, and Humanities

and Social Sciences (HUMSS) strand which has 35 students. In relation to this, the researchers of

this study will pick sixty-two (62) students in the Grade 12 level that will serve as their

respondents. Having a number of 40 respondents in the STEM strand, 17 respondents in the

ABM strand, and 5 respondents in the HUMMS strand. All in all, the researchers will have a

total 62 respondents from the Grade 12 level through the use of proportional stratified sampling.

Definition of Terms

The majority of the terms and their definitions were sourced from the Merriam-Webster

Dictionary. The following words are conceptually and operationally defined to better understand

the terms used in the study.

Academic Demand Factors

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  In this study, the term “academic demand factors” pertains to measurement of the

academic workloads that affect the students' sleeping patterns. The researchers include

the need to accomplish a schoolwork due for the day, coffee intake to finish the due tasks

for the day, the lack of physical activity due to busy school schedule, preparation for

examination, quiz, reporting, and recitation, and a faster internet access at night as the

factors that the Grade 12 students of CEIS – Malolos can choose from.

Assess (verb)

● According to the Merriam-Webster Dictionary, it refers to the rate or amount of

something that should be determined.

● In this study, the term “assess” means to determine the sleeping habits of the Grade 12

students in CEIS – Malolos in terms of their age, gender, and academic achievement

along with the factors contributing to their quality of sleep.

COVID-19 (noun)

● According to the World Health Organization (2020), it is a disease caused by a new strain

of coronavirus. 'CO' stands for corona, 'VI' for virus, and 'D' for disease. This is a new

virus linked to the same family of viruses as Severe Acute Respiratory Syndrome (SARS)

and some types of common cold.

● In this study, the term “COVID-19” is used to describe how this virus and/or pandemic

affects the sleeping habits of the Grade 12 students in CEIS – Malolos.

Demographic Profile (noun),

● According to Hayes (2021), it pertains to the study of a population based on factors such

as age. race and sex.

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 ● In this study, the term “demographic profile” is used to determine the personal

information about the respondents, particularly their age, gender, and academic

achievement.

Environmental Factors

 According to Sons et al. (2015), it refers to any element that might bring change to an

existing environment. This includes human factors such as litter that does not biodegrade,

as well as such natural forces as the weather.

 In this study, the term “environmental factors” pertains to one of the causes why the

students are not getting enough sleep. These factors include the lighting, temperature,

scents, and sounds inside the room, as well as the uncomfortable bed and/or pillows.

Psychological Factors

 According to Chai (2017), psychological factors refer to the instances that talk about the

psychology of an individual that drive his actions to seek satisfaction. It also refers to

thoughts, feelings and other cognitive characteristics that affect the attitude, behavior and

functions of the human mind. These factors can influence how a person thinks and later

affect his decisions and relations in his daily life.

 In this study, the term “psychological factors” pertains to one of the factors that can affect

a student’s sleeping pattern along with his/her state of mind. It includes stress, loneliness,

sadness, medications and the occurrences of bad dreams.

Sleeping Habits

13
 ● According to Sweileh et al. (2011), it is the behavior pertaining to time to bed, time to

rise, drinking coffee at night, duration of night sleep, and consumption of sleeping pills.

● In this study, the term “sleeping habits” pertains to the average hours of sleep of the

Grade 12 students in CEIS - Malolos during the COVID-19 pandemic.

Social Factors

 According to Betts (2016), it refers to things that affect someone’s lifestyle. These could

include wealth, religion, buying habits, education level, family size and structure and

population density.

 In this study, the term “social factors” pertains to the elements that affect the students'

sleeping habits. Specifically, the researchers included the relationship problems, the need

to watch a TV and/or read news articles, watching movies, playing mobile games, and

excessive use of phone to browse different social media sites.

14
 CHAPTER 2

Review of Related Literature

This chapter presents a review of related literature on the research problem being

assessed. The studies were thematically arranged as follows: (1) Sleeping Habits of the Students,

(2) The Impact of COVID-19 Pandemic on the Sleeping Habits of the Students, (3) The Factors

Affecting the Sleeping Habits of Students, and (4) Tips on Having a Healthy Sleeping Habit.

Sleeping Habits of the Students

According to an article published by Jones (2020), sleep is the foundation for having

good health. It is during this time that an individual’s body rebuilds the strength of the muscles

that have been worn out during the day and removes toxins from the brain for accumulating

things while a person is awake. Sleep is also essential in a way that it helps in the proper

regulation of a person’s body weight, as well as maintains the immune system, metabolic

functions, and memories intact. However, as stated by the same article, not getting enough sleep

could lead to negative consequences such as being unable to actively participate in decision

making and being unable to think creatively. Hence, being sleep deprived affects the cognitive

performance of an individual. Having poor sleep can also result in having negative moods, less

15
productivity rate, and worse, it can also increase the chances of developing chronic diseases like

diabetes, obesity, and heart disease (Ruesten et al., 2012).

As stated by the study conducted by Watson et al. (2015), the recommended amount of

sleep for every person varies from their age. To be specific, children whose age is ranging from

6-12 years old need a total amount of 9 to 12 hours of sleep per 24 hours, while the teenagers

whose age is ranging from 13-18 years old need an adequate amount of sleep for 8-10 hours per

24 hours, and for the adults whose age is around 18-60 years old, they need a sufficient amount

of 7 or more hours of sleep per night.

In a study conducted by Wheaton, Jones, Cooper, and Croft (2015), the results have

shown that more than 2 out of 3 high-school aged adolescents are not getting enough sleep that is

associated with again, an increased risk of developing health problems including obesity,

diabetes, and injury, as well as attention and behavioral problems, poor mental health, and poor

academic performance. In addition, a survey has been conducted to the high school students in

30 states and 16 large urban school districts around the country of America by the Youth Risk

Behavior Surveys (YRBS) in the year 2015 to seek relevant information about the sleeping hours

of adolescents, and they have found out that among the high school students, 72.7% reported

insufficient sleep, with about 20% of the population reporting sleeping fewer than 6 hours at

night. Moreover, between both of the groups being studied, the females have been reported to

have a higher percentage when it comes to having an insufficient amount of sleep compared to

males, having 75.6% for high school females and 69.9% for high school males.

According to Sanfillipo (2017), a new analysis of sleep data collected by Jawbone's UP

unit, the average student gets more sleep than you would expect. The wearable system tracks

sleep, movement or exercise, and food intake. It claims that the sleep patterns of the students are

16
not always consistent with stereotypes. The students who used the UP unit to monitor their sleep

had an average sleep period of 7.03 hours on weeknights and 7.38 hours on weekends. So much

for students sleeping in and out, mixing late-night parties with all-night study sessions. Sanfilipo

(2017), also stated that women sleep 39 minutes earlier in bed than men. Men sleep too little and

wake up later than women. On weeknights, women sleep 23 minutes longer, and on weekends,

they sleep 17 minutes longer. According to the report, students who were monitored get more

than the 7 minimum recommended hours of sleep per night on average.

In a study conducted by Zeek et al. (2015), more than half of student pharmacists

obtained less than 7 hours of sleep at night during a typical school week (54.7%) and a large

majority on the night prior to an examination (81.7%). Almost half (47.8%) felt daytime

sleepiness almost every day. Longer sleep duration in the night prior to an examination was

associated with higher course grades and semester grade point averages (GPAs). Adequate sleep

optimally impacts mental functioning and therefore impacts students’ performance on

examinations and ultimately grades received. According to the same study, a longer sleep

duration would lead to better academic performance based on the scientific foundation related to

the effect of sleep on cognitive performance. Sleep has an integral role in learning and memory

consolidation. Sleep is necessary to form synapses between dendritic branches that allow for

memory formation of learned information, thus enabling students to recall information more

rapidly and for more prolonged time periods.

The Impact of COVID-19 Pandemic on the Sleeping Habits of the Students

According to Klass (2020), some students changed a lot when it comes to their sleeping

habits during COVID-19 Pandemic. Some students are getting a better sleep but a lot of students

are struggling with different problems like anxiety, disrupted routines, and addiction to

17
electronics. Furthermore, Owens (2020), concluded that in her own patient population, which

includes many children with neurodevelopmental disorders, she has seen both positive and

negative effects from the changes in sleep patterns during the pandemic. Insomnia and sleep-

wake cycle changes have been quite evident among the population and were mainly aggravated

by the increase of anxiety and depressive symptoms taking place during the pandemic. The

pandemic has changed many habits and routines, with students among those who were affected

the most, both in terms of psychological disorders affecting quality of sleep, as well as irregular

sleep that itself influences cognition and learning. Insomnia has proved to be frequent in the

population, and its effects on the body, especially regarding the immune system and emotional

regulation are not favorable for confronting the new coronavirus.

Additionally, in an article that was published by News Medical Life Sciences (2020), it

has been concluded that the COVID-19 pandemic is seriously influencing the sleep habits of half

of those surveyed in another study from The Royal and the University of Ottawa, prompting

further pressure and nervousness plus dependence on sleep medication. In a journal of sleep

research, they identified three different profiles of sleep changes: those who sleep more; those

whose sleep schedule was pushed to later bed and wake-up times; and those who are getting less

sleep than they did before the pandemic (Robillard, 2020). Active changes people made on sleep-

related behaviors during the pandemic not only affected sleep quality and quantity, but it also

affected their psychological response to this unprecedented situation. Compared to those who are

sleeping more, those who have later sleep schedules or shorter sleep cycles showed increased

symptoms of insomnia and worsening symptoms of stress, anxiety and depression. An increase

in the use of sleeping medications during the pandemic was being observed as well. Considering

the known risks for the development of tolerance with these medications, this may forecast a

18
surge in more complex chronic insomnia cases in the long run. COVID-19 pandemic affects

sleep habits, leads to further stress and anxiety (News Medical Net, 2020). Moreover, according

to Doan (2021), COVID-19 has affected the lives of everyone in many ways, such as students

changing a lot when it comes to their sleeping habits. Getting the eight to ten hours of sleep

recommended for 13 to 18-year-olds may seem unattainable, but the list of detriments from

getting inadequate sleep is a seemingly endless one. From having a compromised cardiovascular

system to an interrupted and imbalanced hormone production, healthy sleeping habits are of the

utmost importance. Seemingly limitless free time, anxiety about the pandemic, decreased

amounts of structure and staring at a computer screen for hours on end are noted by students to

have a negative impact on their sleeping habits and productivity. These varying experiences, the

reality is that this year has created endless obstacles for students to process and withstand. Online

school is a new frontier no one expected to have to conquer and many are struggling.

According to Munez (2021), students were sleeping about 30 minutes more each

weeknight and 24 minutes on weekend nights than before the stay-at-home order went into

effect. Considering the fact that they were able to improve the sleep health of these students

suggests that other populations have an even higher proportions of people who do not meet the

recommended amount of sleep. Students who are going to sleep at a later time and waking late is

contributed to poor health, the study concluded.

In a study that was conducted by Robillard (2020), it was shown that the occurrences of

clinically meaningful sleep difficulties have significantly increased from 36.0% before the

outbreak to 50.5% during the outbreak. Three subgroups with distinct profiles of changes in

sleep behaviors were identified as follows: “Reduced Time in Bed,” “Delayed Sleep,” and

“Extended Time in Bed.” In particular, the “Reduced Time in Bed” and “Delayed Sleep”

19
subgroups had more adverse sleep outcomes and psychological changes during the outbreak. The

emergence of new sleep difficulties was independently associated with female sex, chronic

illnesses, being employed, family responsibilities, earlier wake ‐up times, higher stress levels, as

well as heavier alcohol use and television exposure. The heterogeneity of sleep changes in

response to the pandemic highlights the need for tailored interventions to address sleep problems.

However, within the “Reduced Time in Bed” and “Delayed Sleep” subgroups, 10.6% of

respondents reported an increase in sleeping medication use, compared with 6.6% in the

“Extended Time in Bed” subgroup.

According to Alomari, Khabour, Alzoubi, and Darabseh (2020), The COVID-19

pandemic has impacted daily life activity, lifestyle, and well-being. Sleep was shown to be

affected by many physical and psychological factors such as quality of life, psychological well-

being, and levels of physical activity. In the current study, changes in sleep quality during

COVID-19-induced confinement among adults was investigated. Subsequently, the current study

examined sleep changes during COVID-19 using social media venues among adults in Jordan. A

total of 1846 participants were recruited in the study, of which >92% reported a variety of

confinement procedures such as self-quarantine, physical distancing, banning of public events,

school closure, and lockdown. Additionally, the majority of the participants (53.1%-59.4%)

reported an increase in most of the sleep parameters except a decrease (49.1% of the participants)

in daytime sleep. Age and obesity seemed to contribute to the changes in sleeping hours while

age contributed to sleep disturbance. A change in daytime sleeping was also related to age,

gender, and job type while the change in nighttime sleeping hours was associated with age,

obesity, and job type. In conclusion, multiple factors, namely, age, gender, income, and job type,

seemed to play a role in sleep quality during COVID-19-induced confinement. The majority of

20
the participants experienced an increase in sleep disturbance, nighttime sleeping, sleeping hours

as well as a reduction in daytime sleeping. Thus, intervention programs and strategies are

warranted to further improve sleep among adults during the current and future disease-induced

confinement.

The Factors Affecting to the Sleeping Habits of the Students

In a study that was conducted by Altun, Cinar, and Dede (2012) to the 256 university

students in Turkey, results have shown that there are four (4) main factors that affect the quality

of sleep among students, namely, the environmental factors, psychological factors, biological

factors, and social factors. To be specific, the environmental factors include the student’s

exposure to tobacco smoke in the sleeping room wherein 63.7% of the students have been

reported to be experiencing it, exposure to noise wherein 61.7% of the students have also been

affected, the air quality of the room wherein 55.1% of the students reported to be getting

disturbed by it, while 53.1% of the students are said to be affected by the room scents like sweat,

perfume, humidity, naphthalene, etc., and 52% of the students indicated that their sleep quality is

being affected by the noises that are caused by other people in the room. For the psychological

factors that are influencing the sleep of the students, these include the stress wherein 64.8% of

the students consider it as a factor that affects the quality of their sleep, sadness wherein 53.1%

of the students have also been reported to be getting affected by it, depression wherein 51.6% of

the students are reported to be suffering with, and anxiety or tension wherein 51.1% of the

students answered to be affecting their quality of sleep. On the other hand, the biological factors

21
that are influencing the sleep of the students are the physical pain that they are experiencing in

bed wherein 62.9% of the students have been reported to be feeling exhausted by it, while 53.9%

answered that the strenuous physical activity they had within the whole day are affecting their

sleep, and 53.5% of the students also answered fatigue as one of the factors contributing to their

quality of sleep. And lastly, the factor that is said to be influencing the sleep quality of the

students are the social factors wherein 62.5% of the respondents said that their family problems

are disturbing their sleeping habits.

Furthermore, in an article published by ResMed (2020), the factors that are interfering

with the healthy sleeping habit of a person can be classified as either external or internal. For the

types of external factors, the first one is the lighting within the room in which one’s body clock

is adjusting itself according to the changes being observed in the environment. Therefore,

whenever the lights are still up and bright, the body will automatically think that it is still

daytime. The second one is the sleep environment wherein a person might have trouble sleeping

peacefully when he/she feels like he/she is not safe or when he/she is feeling uncomfortable with

the bed and pillows he/she has. The third one is the shift-based work wherein the variations in

the sleep timings every other week or month confuses the body clock, resulting in difficulty in

sleeping. And the last one is the medication intake of a person. It has been said in the same

article that many chemicals like caffeine and nicotine disturb the sleep quality of a person. In

addition, other medications such as antidepressants also contain some chemicals that can

interfere with the healthy course of sleeping habits. Looking at the other way, the internal factors

are also given by the same article. These factors include body aches or pains like muscle pain,

joint pain, and even headaches that can keep a person awake at night as these conditions bring

22
discomfort. Lastly, anxiety and stress are also considered as part of the factors that hugely affect

the sleeping habits of a person.

In an article published by Hanan et al. (2014), the factors contributing to erratic sleep

patterns and poor sleep quality include academic demands (which may require all-night study

sessions, especially at examination time) and repeated prolonged exposure to light at the wrong

time of day because of all-night study sessions and late-night computer work (which can disrupt

the biological sleep/wake rhythm regulation). One of our biological cycles, the sleep–wake

period, is governed by a circadian timing pattern that is regulated by a variety of variables like

bodily activity, school and work schedules, and several others. Moreover, students who are more

adept at making the most of their time to meet all of the pressures put on them are more likely to

have sleep issues. Poor sleep quality and chronic partial sleep deprivation affected some of the

students’ learning skills needed, but did not affect the whole learning process.

In a study of Halperin (2014), environmental noise, particularly that brought about by

transportation implies, loud music and other loud sound is seen as a critical reason for sleep

deprivation. Environmental noise at evening tends to cause measurable biological changes in the

form of a stress response, and also has clear effects on sleep architecture and subjective sleep

quality. Apart from these measurable effects and the subjective feeling of disturbed sleep, people

who struggle with evening environmental noise often also suffer the next day from daytime

sleepiness and tiredness, annoyance, mood changes as well as decreased well-being and

cognitive performance.

In a study conducted by Yeo et al. (2020), adolescents often cite homework as a barrier to

getting enough sleep on school nights. While homework may positively associate with school

achievement, too much homework can negatively influence students’ attitudes toward school and

23
displace time spent on leisure, exercise/sports, extracurricular activities, and sleep. Previous

studies have shown that adolescents who spend greater time on homework, private tutoring, and

preparation for school entrance exams have later bedtimes and shorter nocturnal sleep. Reducing

adolescents’ workload outside of class may benefit their sleep, school work-life balance, and

mental well-being.

Moreover, an article published by Staff (2020) stated the three environmental factors that

might affect the quality of sleep of a person. The first external factor is the noise coming from

either inside or outside the room that could prevent the mind of a person from having a full rest

as the sound will constantly stimulate within the brain even if a person is asleep, which can result

in a reduced quality of sleep. The second factor, on the other hand, is the temperature in the

room. The article further explained that a warm temperature within the room can interfere with

the body’s ability to lower down its own temperature and prepare for sleep. In addition, Staff

(2020) have also suggested that the ideal temperature in the bedroom should be between 60 to 67

degrees Fahrenheit for the air to not cause any discomfort. And the lastly environmental factor

that is affecting the quality of sleep of a person is the light as whenever the body is being

exposed to light during the nighttime, its internal circadian rhythm that regulates the sleep-wake

cycle, can become disrupted which will then result in sleep disruptions.

In another article that was published by Johnson (2018), it was stated that stress often

impacts the quality of sleep and duration of a person wherein not getting enough sleep can cause

a negative mood, low energy, difficulty concentrating, and a general inability to function as

usual. Moreover, the article also states that one major effect of stress is that it can cause sleep

deprivation as frequently being in a heightened state of alertness can delay the onset of sleep and

cause rapid, anxious thoughts to occur at night. Approximately 43% of people aged 13-64 have

24
reported lying awake at night due to stress at least once in the past month (National Sleep

Foundation, 2011).

Aside from the factors said above, a study conducted by Rehman (2020) further explored

the effect of excessive use of mobile phones to the sleep patterns of a person. More specifically,

the blue light being emitted from electronic devices has the greatest impact on sleep as it

stimulates the parts of the brain that makes a person feel alert, leaving it energized during

bedtime when it must be the time for a person to wind down. The study also found that nearly

21% of the adults are checking their phones during the night, leaving them at an even higher risk

of losing sleep and developing a sleep disorder like insomnia.

Tips on Having a Healthy Sleeping Habit

In an article published by Barone (2020), the coronavirus outbreak or also known as the

COVID-19 pandemic, has resulted to certain adjustments made not just by the governments of

the different countries, but also by the citizens living within. In particular, the new normal that is

being implemented around the world gave rise to different issues when it comes to a person’s

health such as the disruptions to their nighttime habits and quality of sleep that resulted in poor

functioning of their mental and well-being. “Having a strong, healthy immune system gives us a

little more of a barrier against developing a COVID infection, so it is important to prioritize

sleep,” stated by Dr. Daniel Barone, a neurologist. Moreover, given these occurrences that are

negatively affecting the life of many, especially to their quality of sleep, Dr. Barone decided to

come up and develop a portion of tips about the ways on how to improve one’s sleeping habits

during the COVID-19 pandemic. Here are the following:

25
 Identify your sleep disruptors. A person who is suffering from a poor sleeping habit can

observe the factors that might affect the quality of his/her sleep. A simple taking down of notes

about the experiences or patterns that seem to be different from their daily routine can help them

determine what are the things that are disrupting their sleep.

Be consistent with your sleep schedule. As suggested by Dr. Barone (2020), being

consistent with the sleeping schedule, even if a person is only working from home, is essential in

maintaining a good quality of sleep. Therefore, it is desirable to have a fixed schedule for

sleeping and waking up each day, as well as doing all the work in front of a computer.

Begin your day with sunshine. Getting a ray of sunlight every morning is one of the

natural ways to let the body wake itself as it helps in regulating the circadian rhythm or the

body’s sleep-wake cycle that will later on play an important role in improving the quality of

sleep. Opening the curtains and soaking up in the sun’s early rays are enough according to Dr.

Barone (2020).

Resist naps or opt for shorter ones. In today’s situation wherein people are confined

within their houses as they are restricted to go outside that much, it can be very tempting for

them to take more naps longer and more frequently than usual. “We have what is called ‘sleep

pressure,’ which builds up over the course of a day,” said Dr. Barone. However, when a person

decides to take a nap, especially in the late afternoon, the sleep pressure will be alleviated that

can make it harder for a person to fall asleep at night. Therefore, it is advisable to withstand

naps, or if not, just go for a shorter one that will not exceed for more than 30 minutes.

26
 Make time to exercise. One of the adversities that COVID-19 has given is the closure of

public gyms, resulting to a decrease in the productivity rate of individuals when it comes to

exercising and staying fit. According to Barone (2020), not getting enough exercise and activity

throughout the day can hugely affect the quality of sleep as a regular exercise is beneficial in a

way that it helps relieve stress. Hence, exercising early in the morning, every day, and outside

will help the body and brain to function properly, but exercising later in the day or evening may

run the risk of activating the body which can make it harder to fall asleep afterwards.

Turn off screens an hour before bed. The blue light that the phones, tablets, computers,

and televisions produce do imitate the sun and can contribute to the factor that affects the quality

of sleep of an individual. That being said, Dr. Barone, therefore, gave an advice to turn off the

screens at least 30 minutes before going to bed. He also added that instead of watching television

in the late evening, a person might consider reading a book or magazine, listening to podcasts, or

do some light stretching exercises to help the body wind down for a better sleep.

Set boundaries around media consumption. Reading or watching the news from day to

night is negatively contributing to a person’s anxiety and worries that can also be a factor that

affects the quality of sleep. Setting a schedule on when a person should check the news is enough

to lessen the worries that they might get.

Add an evening meditation to your bedtime routine. As stated by Barone (2020),

meditation helps reduce stress and anxiety, and countless meditation guides are available to some

internet applications as well. These suggestions, if being followed by many, or just by those

people who are suffering from poor sleep, can definitely lead them to an improved sleeping

habit.

27
 Try not to rely on sleep aids. Dr. Barone suggested that instead of taking over-the-counter

aids to fall asleep easily, people should consider the use of melatonin, a natural sleep hormone

that regulates the sleep-wake cycle that is way better than those other drugs.

However, if these tips have already been followed, and yet, the sleeping issues still

persist to the point that it negatively affects the everyday life of a person, Barone (2020),

suggests that talking and consulting to a specialist is already needed for it to evaluate things.

According to Health Navigator (2021), if a person is experiencing a poor sleeping habit,

great improvements can be made just by doing a few changes to their daily routine and habits.

Hence, they have provided a list of tips that can be very helpful to those who are suffering from

sleep deprivation. The first one is setting the body clock. They have suggested that a person must

go to bed and get up at the same time each day, including weekends, even if a person had a

disturbed night’s sleep. It is because one’s internal body clock and hormones that control

sleepiness and wakefulness work best when the sleeping routine is regulated. They have also

suggested that getting up in bright sunlight is beneficial as light is the best regulator of a person’s

biological clock. The second tip is winding down at bedtime. The article suggests that including

an hour of quiet time before bed such as reading, taking a bath, or listening to music is

advantageous for a person who is suffering from poor sleeping habits. Moreover, keeping the

bedroom dark and well-ventilated along with a comfortable pillow are the major factors that can

help a person to sleep better. Drinking milk before bedtime is also helpful because of the

tryptophan, a natural sleep inducer, that it contains (Carter, 2021). The third tip is keeping a

stimulant-free evening. The article recommended to avoid smoking and taking caffeine-

containing drinks in the late evening. The use of computers, mobile phones, and other electronic

devices that emit blue light should be avoided as well for at least 30 minutes before going to bed.

28
The fourth tip is to only go to bed when tired. They have suggested that a person must not ignore

the sleepy feeling by staying up as this is the opportunity to sleep. The fifth tip is to be active

within the day. Regular exercise improves sleep quality and morning walks are a great way to

start off the day feeling refreshed. The article also concluded that there is a need to avoid

strenuous exercise within 3 hours before bed. And last is to reduce blue light exposure especially

in the evening.

Synthesis

The study of Jones (2020) as well as the study of Wheaton, Jones, Cooper, and Croft

(2015) discussed the effect of not getting enough sleep. The study stated that not getting enough

sleep could lead to negative consequences. Moreover, the study of Watson et al. (2015)

recommended the total amount of sleep that should be taken. On the other hand, the study of

Sanfillipo (2017) discussed the differences of sleeping habits with male and females. As for the

study of Zeek et al. (2015), the study defined and discussed the sleeping habits of the students.

Moving on, the study of Klass (2020) and Owens (2020) discussed the impact of

COVID-19 pandemic on the sleeping habits of the Students. Additionally, in an article that was

published by News Medical Life Sciences (2020), it has been concluded that the COVID-19

pandemic is seriously influencing the sleep habits of the students. The study of Robillard (2020)

as well as Alomari, Khabour, Alzoubi, and Darabseh (2020) defined and discussed the poor

sleeping habits affecting the mental health of the students. As for the study of Doan (2021) and

Munez (2021), the studies recommended how many hours should the adolescence sleep.

In a study that was conducted by Altun, Cinar, and Dede (2012) as well of the article

published by ResMed (2020) defined and discussed the factors affecting to the sleeping habits of

29
the students. In an article published by Hanan et al. (2014) and in a study conducted by Yeo et al.

(2020) stated that one of the factors affecting the sleeping habits of the students is academic

demands. As well as the article published by Staff (2020) and Johnson (2018), it was stated that

stress often impacts the quality of sleep and duration of a person. In addition, the study of

Halperin (2014) stated that one of the factors affecting the sleeping habits of the student is

environmental noise. Aside from the studies which tackled the factors affecting the sleeping

habits of the students, the article published by Barone (2020) and Health Navigator (2021)

discussed the tips on having a healthy sleeping habit.

Since the students are adjusting towards their sleeping habits due to the restrictions

bought by the prevalence of the COVID-19 virus, there is a limit in the existence of Philippine

studies regarding the impact of COVID-19 pandemic on the sleep patterns of the students.

Additionally, the uniqueness of the researchers’ study is aligned in this time of a pandemic. They

are aiming not just for the hours of sleep of the students in relation to their demographic profiles,

but also for the environmental, psychological, social, and academic demand factors affecting the

sleeping habits of the Grade 12 students in Centro Escolar Integrated School - Malolos. Upon

recognizing these gaps, the researchers became more determined to pursue this study, and fill

these existing gaps.

30
 CHAPTER 3

Methodology of the Study

This chapter delves into the methodology being utilized in the study. In particular, the

research design, population and sample, instrument, data gathering procedure, data analysis, and

methodological limitations are being presented.

Research Design

31
 A research design is a set of methods and procedures used in collecting and analyzing

measures of the variables specified in the research problem research (Kirumbi, 2018). That is to

say, it can be considered as a framework that was created to find answers to research questions.

Moreover, the researchers of this study have decided to use the descriptive quantitative research

design to systematically describe and observe a certain population, circumstances, or

occurrences. According to McCombes (2020), a descriptive research design can use a wide

variety of research methods to investigate one or more variables without the need to control or

manipulate any of the variables as it only observes and measures them. It can also answer what,

where, when, and how questions, but not why questions.

Taking into consideration the following descriptions of descriptive design, it is

appropriate to the study because the aim of the researchers is to solely focus on determining the

sleeping habits in accordance with the demographic profile of the Grade 12 students of Centro

Escolar Integrated School, Inc. in Malolos, Bulacan. In addition, the researchers will only

implement the use of online survey questionnaires to gather enough data from the respondents

without the need to control, manipulate, and influence them. It is also in this way that the

researchers will be able to come up with specific results to certain questions stated in the

statement of the problem.

Population and Sample Size

The target population of the study are the overall 413 Grade 12 students of Centro

Escolar Integrated School, Inc. – Malolos, during the academic year 2020-2021. The respondents

came from either of the three (3) academic strands, namely; Science, Technology, Engineering,

and Mathematics (STEM) strand, Accountancy, Business and Management (ABM) strand, and

Humanities and Social Sciences (HUMSS) strand. The said respondents of the study will answer

32
the online survey questionnaire that will be conducted through the use of Microsoft Forms, and

with their responses, the researchers were able to assess the sleeping habits of the Grade 12

students of CEIS - Malolos based on their demographic profile, as well as their average sleeping

hours, and the factors affecting the quality of their sleep.

According to Gay and Diehl (2012), the number of sample size acceptable for a study

depends upon the type of research involved - either descriptive, correlational, or experimental.

For the descriptive research design, the sample should range from 10% to 20% of the population,

but if the population is small then 20% is required. Hence, as guided by the said technique, the

researchers came up with a decision to select 15% of the target population of 413 Grade 12

students of CEIS Malolos, which resulted to a total sample size of 62 respondents. Furthermore,

the researchers used the Proportional Stratified Sampling wherein it is a type of sampling method

that involves the division of the entire population into homogeneous groups called “strata” and

the samples are then proportionally selected from each stratum (Hayes, 2020).

In getting the sample size of the respondents per stratum, the researchers have used the

following formulas:

number of students per stratum

x 100 = proportion percentage
size of target population (N)
proportion percentage x sample size (n)
= sample size per stratum
100

Table 3.1
Distribution of Sample Size in Each Stratum

Strands (stratum) Population of Proportion Percentage Sample Size (n=62)

Students (N=413)

33
 Science, Technology,
Engineering, and
Mathematics (STEM) 266 64% 40
Strand

Accountancy,
Business and
Management (ABM) 112 27% 17
Strand

Humanities and
Social Sciences
(HUMSS) Strand 35 8% 5

Right after the researchers have obtained the master list of all the Grade 12 students

enrolled in Centro Escolar Integrated School, Inc. - Malolos, academic year 2020-2021 from the

registrar’s office, the researchers then used a random name picker online, which is the Wheel of

Names, in selecting the specific names of the students that will participate in the study through

simple random sampling.

The methods mentioned above were being used by the researchers to ensure the fair

distribution of questionnaires to the respondents and to also ensure that everyone in the

population will have a chance to participate in the study.

Instrument

According to DiscoverPhDs (2020), research instruments are any measurement tools,

such as questionnaires or scales used to collect, measure, and analyze all the data that are

relevant to the subject of the research. It is therefore a crucial tool for gathering the sufficient

34
amount of information from the respondents which would be measured in order to obtain the

aims of the researchers.

In relation to the study, the researchers were able to gather information by conducting a

survey through the utilization and distribution of the questionnaires to the respondents using

Microsoft Forms. The researcher prepared for a modified questionnaire with survey questions

designed specifically to answer the research questions stated in the statement of the problem.

Moreover, the researchers were able to create a modified questionnaire consisting of

close-ended questions divided into three (3) sections that was based on the findings that they

gathered from the related literature and studies. In particular, the first section presented the

demographic profile of the respondents, which includes the age, sex, and academic achievement,

while the second section consisted of the assessment of the sleeping habits, and the third section

consisted of the environmental, psychological, social, and academic demand factors affecting the

sleeping habits. Furthermore, the questionnaire consisted of a total number of 30 questions. The

first set contained 5 questions, the second set contained 5 questions as well, and the last set is

summed to 20 questions.

By basing on the related study of Altun, Cinar, and Dede (2012) entitled, “The

Contributing Factors to Poor Sleep Experiences in According to the University Students: A

Cross-Sectional Study,” and a sample template from QuestionPro (2021), the researchers decided

to use a combination of multiple choice and a 5-point Likert Scale to determine the average

hours of sleep of the students as well as their level of agreement to the factors affecting their

sleeping habits. In the related study, they mentioned the four (4) main factors that affect the

quality of sleep among students, namely, the environmental factors, psychological factors, social

factors, and academic demand factors wherein they made use of a 4-point Likert Scale. As per

35
the result, they were able to determine the top factors that hugely affect the quality of sleep of

their respondents. Hence, similar to this study, the students were able to scale their level of

agreement or disagreement to the said factors that was presented in the questionnaire through the

5-point likert scale, wherein 1 is equal to “strongly disagree,” 2 is to “disagree,” 3 is to “neutral,”

4 means “agree,” and lastly, 5 is equals to “strongly agree.” Through these, the researchers were

able to gather nominal, ordinal, and interval data in an organized manner and differentiate the

opinion of the respondents easily.

Furthermore, the researchers were able to assess the validity of their research instrument

with the assistance and advice of their validators in arranging and maintaining the accuracy of

directions and queries, as well as its suitability to the research objectives. The researchers asked

Ms. Jaira Mae Dayao, the school’s Human Resource with a master’s degree in Psychometrics,

and Mr. Reinard T. Sanchez, the school’s psychometrician, to validate their questionnaire as the

research is centered on the experiences of the students, while Ms. Marly Nicorina Lopez, a

Senior High School Filipino and Research teacher of CEIS - Malolos, also validated and

reviewed the grammatical structure of the research instrument. Eventually, the researchers were

able to improve their testing instrument for the actual data collection process by taking the

validators' recommendations and corrections into consideration. Lastly, the language used for the

questionnaire was English.

Data Gathering Procedure

Prior to the actual data collection process, the researchers of this study asked for the

permission of the school principal, Mr. Jay-arr C. Tayao, through the senior high school assistant

36
principal, Ms. Marife V. Cabuyao, to allow them to conduct a research study in Centro Escolar

Integrated School, Inc. - Malolos and to have the Grade 12 students of all strands as the

respondents of the study. Right after receiving their approval through email, the researchers then

constructed a modified questionnaire to perform a survey for them to be able to acquire the

necessary data and/or information needed to achieve the goal of the study. In addition, the

researchers were able to test the sustainability of the questionnaires that will be given to the

respondents by requesting for the help of their three (3) chosen validators. Hence, after the

instruments have been validated by the validators, the researchers already proceeded to the actual

data gathering procedure.

Through the utilization of Microsoft Forms, the researchers of this study were able to

distribute the questionnaires by sending its link to the overall 62 respondents that was selected

through the proportional stratified sampling and was later followed by the simple random

sampling to unbiasedly pick the students per strata. Moreover, to ensure that the data collection

process will run smoothly and harmoniously, the researchers made a group chat for each of the

three (3) academic strands in Microsoft Teams for them to be able to determine the status of the

respondents in each group and to also make it easier for the respondents to reach the researchers

in case of questions, clarifications, and conflicts, and vice versa.

Additionally, to ensure that the respondents have voluntarily participated in the data

collection process, the researchers included in the introductory part of the actual survey

questionnaire a memo that says, “Are you willing to participate in our study?” Whereas if the

respondents will answer “yes” and pick the “next” option, then this just means that they

spontaneously agreed in answering the questionnaire. It was also indicated in the said memo that

the researchers pledged to protect and keep the gathered results with utmost confidentiality.

37
 As reported by the Microsoft Forms, the average time it took for the respondents to finish

answering the questionnaire was nine minutes and forty-four seconds.

Through the participation and cooperation of the respondents, the researchers were able

to obtain all the vital information for them to thoroughly study, analyze, and interpret all the

gathered data.

Data Analysis

The tabulation, analysis, and evaluation of the collected data were accomplished through

the utilization of descriptive statistical techniques. Hence, the descriptive statistical approach was

used to summarize and manage the entire data patterns.

Moreover, the researchers analyzed and interpreted the data obtained from the

respondents using relative frequency distribution, weighted mean, and standard deviation as their

statistical tools. The tabulation of data was done through Microsoft Excel. Furthermore, the

researchers have used pie graphs to display the relative frequency distributions of the responses

in terms of the demographic profile, and tables to present the relative frequency distributions of

the responses for each option (strongly disagree, disagree, neutral, agree, and strongly agree),

weighted mean scores, and standard deviations of the answers of the students per factors.

The number of responses per item in each category is counted and tabulated in the table's

'frequency' columns, which reflect the frequency distribution per degree of agreement within the

table. In the following tables, the mean and, standard deviation of each item were also given.

With this, the researchers were able to analyze the average level of agreement (strongly disagree,

disagree, neutral, agree, strongly agree) from the responses of the students on the factors

38
influencing their sleeping habits provided in the questionnaire using the weighted mean scores

and standard deviation.

Moreover, the researchers also decided to calculate for the weighted mean to determine

which among the major environmental, psychological, social, and academic demand factors are

hugely affecting the sleeping habits of the students. As stated in an article of Bhandari (2020),

likert scale is a type of rating scale that is used to measure people's opinions, attitudes, or

behaviors. Furthermore, the article specified that a Likert scale is normally calculated by finding

the mean or average score and the standard deviation in order to accurately analyze the gathered

results.

Methodological Limitations

Several factors affect the analysis that the researchers were not able to cover. One of

these is the current global health crisis, the COVID-19 pandemic. The education sector was

severely affected due to the growing number of cases during the virus outbreak. Due to the

continuous online learning platform, conducting a research study virtually posed as a challenge.

The data collection process is limited by the use of Microsoft Forms only. Since the researchers

were unable to collect the data physically, they were forced to rely on online networks such as

Facebook Messenger and Microsoft Teams. Furthermore, the time allotted for conducting the

study is somewhat limited. The researchers were only able to allot a span of just one block for

the completion of their analysis. To summarize, these occurrences served as barriers that may

affect the study. Nonetheless, despite the presence of these considerations during the data

collection process, the effectiveness of the analysis and the techniques used were not overlooked.

39
 CHAPTER 4

Presentation, Analysis, and Interpretation of Data

This chapter covers the presentation, analysis, and interpretation of the data gathered

from the survey questionnaire that was being conducted by the researchers.

The Demographic Profile of the Students

The following charts present the demographic profile of the Grade 12 students of CEIS –

Malolos according to their age, sex, and academic achievements.

7 - 11.29%

15 - 24.19%

40 - 64.52%

17 years old 18 years old 19 years old

Figure 4.1 Demographic Profile of the Respondents in Terms of Age

Figure 4.1 presents the demographic profile of the respondents in terms of their age.

There are a total of 62 respondents. Out of these 62 respondents, 40 of them are at the age of 18

years old (f=40, %=64.52). Another 15 respondents whose age is 17 years old (f=15, %=24.19)

40
and another 7 respondents are at the age 19 years old (f=7, %=11.29). The youngest respondent

is 17 years old. The oldest respondent is 19 years old.

The data implies that the majority of the respondents are in the age of 18 years old, thus

belonging to the young adult group.

27 - 43.55%

35 - 56.45%

Male Female
Figure 4.2. Demographic Profile of the Respondents in Terms of Sex

Based on the findings, out of the 62 respondents that came from various strands, 35 of the

respondents were male (f=35, %=56.45%) and 27 respondents were female (f=27, %=44.55%).

The data implies that more than 50 percent of the respondents were female.

41
 20 - 32.26

42- 67.74

With honors Without honors

Figure 4.3. Demographic Profile of the Respondents in Terms of Academic Achievement

Figure 4.3 presents the academic performance of the respondents. It shows that in a total

of 62 respondents, 42 of them are without honors (f=42, %=67.74%) and 20 of the researchers’

respondents are with honors (f=20, %=32.26%). The data implies that the majority of the

42
 Average Hours of Sleep of the Students

The following tables present the average hours of sleep of the Grade 12 students of CEIS

– Malolos during the COVID-19 pandemic.

Table 4.1
Frequency and Percentage Distribution of the Hours of Sleep of the Students in Accordance with
Their Age

SEX

Hours of Sleep 17 years old 18 years old 19 years old

f % f % f %

4 hours and below 0 0% 3 7.5% 1 14.29%

5 hours 4 26.67% 5 12.5% 0 0%

6 hours 3 20% 10 25% 1 14.29%

7 hours 2 13.33% 9 22.5% 4 57.14%

8 hours 5 33.33% 7 17.5% 0 0%

9 hours and above 1 6.67% 6 15% 1 14.29%

Table 4.1 shows the frequency and percentage distribution of the hours of sleep of the

students in accordance with their age. There were no students in their seventeenth year who had

the sleeping time of 4 hours and below (f=0, %=0), while the students in their eighteenth year

with the same average sleeping time were (f=3, %= 7.5), students in their nineteenth year with

the same average sleeping time were (f=1, %= 14.29). On the other hand, students in their

seventeenth year (f=4, %=26.67%), while students in their eighteenth year (f=5, %=12.5), have

an average sleeping time of 5 hours. While there is no student in their nineteenth year (f=0,

%=0) who had the sleeping time of 5 hours. The students in their seventeen year (f=3, %= 20),

eighteenth year (f=10, %= 25), and nineteenth year (f=1, %= 14.29) have an average sleeping

43
time of 6 hours. Moreover, the students in their seventeenth year (f=2, %=13.33), eighteenth

year (f=9, %=22.5), and nineteenth year (f=4, %=57.14) have a sleeping time of 7 hours. One

before the last, the students in their seventeenth year (f=5, %=33.33) and eighteenth year (f=7,

%= 17.5) have average sleeping time of 8 hours. While no student in their nineteenth year (f=0,

%=0) had the average sleeping time of 8 hours. Lastly, the students in their seventeenth year

(f=1, %= 6.67), eighteenth year (f=6, %= 15), and nineteenth year (f=1, %= 14. 29) have an

average sleeping time of 9 hours and above.

As shown in table 4.1, the majority of the Grade 12 students in their seventeenth year

(f=5, %=33.33) have an average sleeping time of 8 hours. While the majority of students in their

eighteenth year (f=10, %=25) have an average sleep of 6 hours. Furthermore, the majority of the

students in their nineteenth year (f=4, %=57.14) have an average sleeping time of 7 hours.

In support of the analysis, a study performed by Watson et al., (2015) indicated that

teenagers aged 13-18 years old need an adequate amount of sleep for 8-10 hours per 24 hours,

and adults aged 18-60 years old need enough of 7 or more hours of sleep each night. As per the

results, the Grade 12 students in their seventeenth and nineteenth year have received the

recommended amount of sleep. While students in their eighteenth year did not.

44
Table 4.2
Frequency and Percentage Distribution of the Hours of Sleep of the Students in Accordance with
Their Sex

SEX

Hours of Sleep Female Male

f % f %

4 hours and below 1 2.86% 3 11.11%

5 hours 6 17.14% 3 11.11%

6 hours 8 22.86% 6 22.22%

7 hours 9 25.71% 6 22.22%

8 hours 5 14.29% 7 25.93%

9 hours and above 6 17.14% 2 7.41%

Table 4.2 depicted the frequency and percentage distribution of the students' sleeping

hours based on their sex (Female and Male). Female students with an average sleep of 4 hours or

less were (f=1, % =2.86), whereas male students with the same average sleep time were (f=3,

%= 11.11). On the other hand, female students with an average sleep time of 5 hours were (f=6,

%=7.14), while males with the same average sleep time were (f=3, %= 11.11). However, female

students with an average of sleep of 6 hours were (f=8, %=22.86), and the male students with

the same sleep time were (f=6, %=22.22). Female and male students with an average sleep time

of 7 hours were (f=9, %=25.71) and (f=6, %=22.22). One before the last is the 8 hours average

time of sleep of the female (f=5, %=14.29) and male (f=7, %=25.93) students. Lastly, the

female students with an average sleeping time of 9 hours and above were (f=6, %= 17.14), while

the male students with the same average sleeping time were (f=2, %=7.41).

45
 As shown in table 4.2, the majority of the Grade 12 Female students (25.71%) in Centro

Escolar Integrated School- Malolos, have an average sleeping time of 7 hours. Nonetheless, the

Grade 12 Male students (25.93%) of the same school have an average sleeping time of 8 hours.

In relation to the study's results, a study conducted by Wheaton, Jones, Cooper, and Croft

(2015), stated that between both of the groups being studied, the females have been reported to

have a higher percentage when it comes to having an insufficient amount of sleep compared to

males, having 75.6% for high school females and 69.9% for high school males. As per the

results, the majority of Grade 12 male students have an average sleeping time of 8 hours—longer

than the female students who have an average sleeping time of 7 hours which proves that the

males are getting enough sleep rather than the females.

Table 4.3
Frequency and Percentage Distribution of the Hours of Sleep of the Students in Accordance with
Their Academic Achievement

ACADEMIC ACHIEVEMENT

Hours of Sleep With Honors Without Honors

f % f %

4 hours and below 1 5% 3 7.14%

5 hours 3 15% 6 14.29%

6 hours 6 30% 8 19.05%

7 hours 5 25% 10 23.81%

8 hours 3 15% 9 21.43%

9 hours and above 2 10% 6 14.29%

46
 Table 4.3 shows the frequency and percentage distribution of the hours of sleep of the

students in accordance with their academic achievement. Students who received an academic

award, particularly with honors, have an average sleep of 4 hours and less were (f=1, %=5),

whereas students without honor have (f=3, % = 7.14). On the other hand, students with honor

that have an average sleep of 5 hours were (f=3, %=15) in addition to students without honor

that have an average sleep of 5 hours were (f=6, %=14.29). However, students with honor have

an average sleep of 6 hours were (f=6, %=30) in addition to students without honor with 6 hours

of sleep were (f=8, %=19.05). Students with and without honor have an average of 7 hours of

sleep were (f=5, %=25) and (f=10%=23.81). One before the last is the 8 hours average sleep of

students with honors (f=3, %=15) and without honors (f=9, %=21.43). Lastly, the students with

honors that have an average sleep of 9 hours and above were (f=2, %=10) in addition to the

students that have 9 hours and above sleeping time were (f=6, %=14.29).

As shown in table 4.3, the majority of the Grade 12 honor students ((f=6, %=30) of

Centro Escolar Integrated School Inc. have an average sleeping time of 6 hours. However, the

students without honors ((f=10%=23.81) have an average sleeping time of 7 hours.

In contradiction to the findings, a study performed by Zeek et al. (2015), stated that

longer sleep duration in the night prior to an examination was associated with higher course

grades and semester grade point averages (GPAs). Adequate sleep optimally impacts mental

functioning and therefore impacts students’ performance on examinations and ultimately grades

received. According to the same study, a longer sleep duration would lead to better academic

performance based on the scientific foundation related to the effect of sleep on cognitive

performance.

47
Factors Affecting the Sleeping Habits of the Students

The tables presented below are the environmental, psychological, social, and academic

demand factors that are affecting the sleeping habits of the Grade 12 students of CEIS – Malolos.

Table 4.4
Frequency, Mean, and Standard Deviation of the Environmental Factors Affecting the Sleeping
Habits of the Grade 12 Students of Centro Escolar Integrated School, Inc. - Malolos

Frequency

Statements SD D N A SA MEAN SD
(1) (2) (3) (4) (5)
Lighting of the 15 17 8 11 11 2.77 3.58
room

Room scents 15 13 12 11 11 2.84 1.67

(e.g., sweat,
perfume,
humidity,
naphthalene,
smoke, etc.)

Uncomfortable 19 14 9 9 11 2.66 4.22

bed and/or
pillows

Temperature in 10 13 7 11 21 3.32 5.27

the room

Sounds from 14 16 11 10 11 2.81 2.51

inside the room

SD = Strongly Disagree
D = Disagree
N = Neutral
A = Agree
SA = Strongly Agree

48
*The statement highlighted in yellow is the factor that acquired the highest weighted mean,
while the statement highlighted in green is the factor that acquired the lowest weighted mean.

The table 4.4 shows the frequency distribution, weighted mean scores, and standard

deviations of the gathered data from the responses of the Grade 12 students of CEIS Malolos to

the part three (3), section five (5) of the survey questionnaire that was conducted by the

researchers for them to determine the environmental factors affecting the sleeping habits in

accordance with the level of agreement of the respondents. This part of the questionnaire that

addresses the environmental factors consists of 5 items. On the other hand, the responses gained

from the students were computed using the weighted mean to determine the average level of

agreement of the Grade 12 students. Through this, the researchers were able to assess what is

really the factor that hugely affects the sleeping habits of the students by basing it to the factor

that got the highest mean.

As presented in Table 4.4 above, the main factor that affects the sleeping habits of the

students is the temperature in the room wherein it got the highest weighted mean score of 3.32

compared to the others, while the environmental factor that obtained the lowest mean score of

2.66 is the uncomfortable bed and/or pillows. This just means that the students are less likely to

experience this kind of disturbances.

Based on the findings from the gathered data, it can be noted that some of the

environmental factors affecting the sleeping habits of the students included in this study can be

connected similarly to other related literature that was conducted by other researchers as well.

Specifically, these literatures are stated in the Chapter 2 section of this paper. According to the

study of Altun, Cinar, and Dede (2012), the most frequent self-reported environmental cause to

poor sleep experiences as perceived by the university students are the air quality of the room

49
wherein it got the 55.1% of the students’ answers, the exposure to tobacco smoke in the sleeping

room that got a 63.7%, the room scents wherein 53.1% of the students also picked this, and the

noises caused by the other people in the room wherein it got a 52% from the respondents. The

findings of these researchers further supported the following statements and results included in

this study regarding the environmental factors that affect the sleeping habits of the students

which are the exposure to the room temperature, the room scents, and the noises coming from

inside the room.

Furthermore, as stated in the article that was published by ResMed (2020), the

uncomfortable bed can be one of the factors that might affect the quality of sleep of a person that

can result in an unhealthy sleeping schedule. Additionally, Staff (2020), have also stated that the

light in the room can have a large impact on the quality of sleep of a person as whenever the

body is being exposed to light during the nighttime, its circadian rhythm, which regulates the

sleep-wake cycle, can become distracted. This will then result in a disrupted sleep pattern.

Therefore, both the study of ResMed and Staff (2020), further supported the statements included

in this study concerning the lighting and the uncomfortable bed as the factors that affect the

quality of sleep.

50
Table 4.5
Frequency, Mean, and Standard Deviation of the Psychological Factors Affecting the Sleeping
Habits of the Grade 12 Students of Centro Escolar Integrated School, Inc. - Malolos

Frequency

Statements SD D N A SA Mean SD
(1) (2) (3) (4) (5)

Stress 2 4 11 23 22 3.95 9.81

Loneliness 8 11 12 16 15 3.31 3.21
and/or
sadness

Anxiety and/ 5 21 14 4 18 3.15 7.64

or tension

Medication 23 20 11 5 3 2.11 8.88

intake

Having bad 15 19 17 8 3 2.44 6.69

dreams

SD = Strongly Disagree
D = Disagree
N = Neutral
A = Agree
SA = Strongly Agree
*The statement highlighted in yellow is the factor that acquired the highest weighted mean,
while the statement highlighted in green is the factor that acquired the lowest weighted mean.

51
 The Table 4.5 shows the frequency distributions, weighted mean scores, and standard

deviations of the psychological factors that affect the sleeping habits of the students from the

acquired data from the level of agreement of the respondents on the part three (3), section six (6)

of the questionnaire that specifically aims to determine the psychological factors only. This part

of the said questionnaire consists of 5 items. In addition, the gathered responses were computed

through the use of weighted means for the researchers to find out what is really the psychological

factor that hugely affects the sleeping habits of the students. Using these weighted means, the

researchers were able to determine the major factor that immensely affects the sleeping habits.

As guided by the table shown above, the psychological factor that got the highest

weighted mean of 3.95 is the stress factor wherein it can be noted that the majority of the

students are being affected by it. However, it can also be seen that the psychological factor that

got the lowest mean score is the medication intake wherein it only got a mean of 2.11.

In addition, the results obtained from this study are being supported by the related

literatures that the other researchers have also conducted. According to Johnson (2018), stress is

being considered as one of the major psychological factors that immensely affects the quality of

sleep. It is because stress can cause sleep deprivation to a person as being heightened in a

frequent state of alertness can delay the onset of sleep and cause rapid, anxious thoughts to occur

at night. Moreover, getting an insufficient amount of sleep can also lead to further stress. To

further support the results being gathered by the researchers, the study conducted by Altun et al.,

(2012) have also shown that 64.8% of the university students have been reported to be having a

hard time sleeping because of stress, while 53.1% reported sadness, and 51.1% reported anxiety

and/or tension. Through these related studies that the researchers have found, the obtained results

from the psychological factors affecting the sleep can be proven reliable.

52
 Table 4.6
Frequency, Mean, and Standard Deviation of the Social Factors Affecting the Sleeping Habits of
the Grade 12 Students of Centro Escolar Integrated School, Inc. - Malolos

Frequency
Statements SD D N A SA Mean SD
(1) (2) (3) (4) (5)

Relationship problems
(e.g., family, partner, 20 7 19 13 3 2.55 7.40
etc.)

Watching TV and/or
reading news 18 17 13 11 3 2.42 5.98

Watching movies
and/or streaming (e.g., 4 11 9 20 18 3.60 6.58
Netflix, Korean
dramas, etc.)

Playing mobile games

(e.g., Mobile Legends, 19 7 10 14 12 2.89 4.51
Rules of Survival,
Call of Duty, etc.)

Excessive use of
phone to browse 4 5 7 21 25 3.94 9.84
different social media
sites

SD = Strongly Disagree
D = Disagree
N = Neutral
A = Agree
SA = Strongly Agree
*The statement highlighted in yellow is the factor that acquired the highest weighted mean,
while the statement highlighted in green is the factor that acquired the lowest weighted mean.

53
 The Table 4.6 presents the frequency distributions, weighted mean scores, and standard

deviations of the social factors affecting the sleeping habits from the gathered answers of the

respondents on the part three (3), section seven (7) of the survey questionnaire which consists of

5 items that solely aims to determine the social factors. These data that have been collected are

all based on the level of agreement of the students. To be specific, the responses obtained were

calculated through the use of the weighted mean for the researchers to assess what is really the

leading social factor that primarily affects the sleeping habits of the students. Through this, the

researchers were able to determine the factor that got the highest weighted mean, as well as the

factor that obtained the lowest number of mean.

As per the results shown above, the social factor that acquired the highest weighted mean

of 3.94 is the excessive use of phones to browse different social media sites. On the other hand,

watching TV and/or reading news is the social factor that has the lowest weighted mean of 2.42.

In relation to the data obtained from the answers of the respondents, the study of Rehman

(2020), have also shown that the blue light being emitted from electronic devices has the greatest

impact on sleep quality because it stimulates the parts of the brain that makes a person feel alert

which results to the feeling of being energized at bedtime when it is supposed to be the time for a

person to wind down. Furthermore, the impact of blue light exposure can still get worse for those

who wake up to check their phone after falling asleep. In fact, approximately 21% of the adults

have been reported to be checking their phones at the middle of the night, leaving them at an

even higher risk of losing sleep and developing a sleep disorder like insomnia.

54
 Table 4.7
Frequency, Mean, and Standard Deviation the Academic Demand Factors Affecting the Sleeping
Habits of the Grade 12 Students of Centro Escolar Integrated School, Inc. - Malolos

Frequency
Statements SD D N A SA Mean SD
(1) (2) (3) (4) (5)

Need to 4 5 8 24 21 3.85 9.40

accomplish a
school work
due for today

Coffee intake to 20 21 9 6 6 2.31 7.50

finish due task
for the day

Lack of 10 16 10 14 12 3.03 2.61

physical
activity due to
busy school
schedule
Preparation for 9 5 14 23 11 3.35 6.77
examination,
quiz, reporting
and recitation
Faster internet 6 15 12 11 18 3.32 4.51
access at night

SD = Strongly Disagree
D = Disagree
N = Neutral
A = Agree
SA = Strongly Agree
*The statement highlighted in yellow is the factor that acquired the highest weighted mean,
while the statement highlighted in green is the factor that acquired the lowest weighted mean.

55
 Table 4.7 describes the frequency distributions, weighted mean scores, and standard

deviations of the academic demand factors that affect the sleeping patterns of the students. The

collected data from the respondents' degree of consensus on part three (3), section eight (8) of the

questionnaire, solely aims to decide the academic demand factors that affect the students'

sleeping habits. Furthermore, the collected responses were computed using weighted means to

enable the researchers to determine which academic demand factor has the major effect on the

sleeping habits of the students.

According to the results, the academic demand that has the greatest influence on the

sleeping habits of Grade 12 students is the need to complete schoolwork due today, with a

maximum weighted mean of 3.85. Whereas coffee intake to complete the day's tasks has the least

effect on the sleeping habits of Grade 12 students, with the lowest weighted mean of 2.31.

In relation to the information gathered from the respondents' answers, an article has been

published by Hanan et al., (2014), the factors contributing to erratic sleep patterns and poor sleep

quality include academic demands (which may require all-night study sessions, especially at

examination time). Moreover, students who are more adept at making the most of their time to

meet all of the pressures put on them are more likely to have sleep issues. Poor sleep quality and

chronic partial sleep deprivation affected some of the students’ learning skills needed, but did not

affect the whole learning process. As stated by Yeo et al., (2020), adolescents often cite

homework as a barrier to getting enough sleep on school nights. While homework may positively

associate with school achievement, too much homework can negatively influence students’

attitudes toward school and displace time spent on leisure, exercise/sports, extracurricular

activities, and sleep. Previous studies have shown that adolescents who spend greater time on

homework, private tutoring, and preparation for school entrance exams have later bedtimes and

56
shorter nocturnal sleep. Reducing adolescents’ workload outside of class may benefit their sleep,

school work-life balance, and mental well-being.

“An Escolarian Journey Towards A Healthy Sleeping Habit” Brochure

Upon assessing and analyzing all the gathered results derived from this study, the

researchers decided to come up with a brochure that contains all the necessary information that

will benefit its readers. The brochure was validated by Ms. Marly Nicorina Lopez, a research and

language teacher in Centro Escolar Integrated School, Inc. – Malolos. Through the guidance of

Ms. Lopez, the researchers were able to make a better version of the learning material.

Furthermore, the findings from the study revealed the average sleeping hours of the students in

relation to their age, sex, and academic achievement as well as the major environmental,

psychological, social, and academic demand factors that affect their sleeping habits which were

all included in the brochure to further spread awareness not just to the students but to the parents

and the entire academe as well.

The self-made brochure of the researchers consists of four (4) pages which were divided

into three (3) different sections. In particular, the first section includes a short introduction about

the type of contents it will offer along with a brief description of the research study that was

conducted by the researchers which is the reason for the existence of the learning material itself.

On the other hand, the second section contains all the informative reports about the average

hours of sleep of the students in terms of their demographic profile and the factors affecting their

sleep patterns which were all derived from the gathered results of this study. And lastly, the third

section is composed of ten (10) tips and ways on how to have a healthy sleeping habit.

Moreover, all the contents of the said brochure were gathered based on the reliable studies and

articles that the researchers have found within the internet. Nevertheless, these resources are

57
already included in the Chapter 2 of this study.

As per the outcome, the brochure is expected to help guide the people, especially the

beneficiaries of this study, to maintain a healthy sleeping habit despite the COVID-19 pandemic

that the world is dealing with right now. Therefore, the primary purpose why the brochure

entitled, “An Escolarian Journey Towards A Healthy Sleeping Habit” was made is to spread

awareness, plentiful knowledge, and helpful tips regarding the sleeping habits during these hard

times.

58
55
56
57
58
 CHAPTER 5

Summary, Conclusions, and Recommendations

This chapter presents the summary of findings, conclusions, and recommendations of the

study that aims to determine the demographic profile of the Grade 12 students of CEIS - Malolos

in relation to their sleeping habits, which is the average hours of sleep, and to also know the

environmental, psychological, social, and academic demand factors that affect their sleeping

habits. Moreover, the researchers also aim to develop a learning brochure material that contains

important information about the sleeping habits of the students in accordance with the gathered

data from this study that will help spread awareness and give knowledge not just to the students

but to the parents and teachers as well.

Summary of Findings

The overall objective of this study is to assess the sleeping habits, particularly the average

hours of sleep of the Grade 12 students of Centro Escolar Integrated School, Inc. - Malolos,

academic year 2020-2021, during the COVID-19 pandemic. This study aimed to determine the

demographic profile of the students in terms of their age, sex, and academic achievement in

order to relate it to the average hours of sleep that they are getting. Furthermore, this study also

aimed to determine the environmental, psychological, social, and academic demand factors that

are affecting the quality of sleep of the students, and to also produce a learning brochure material

that contains important information about the sleeping habits of the students in accordance with

the gathered data from the respondents that will help spread awareness and give knowledge not

just to the students but to the parents and teachers as well.

The researchers used the descriptive research design in this study and decided to select

59
only 15% of their target population which consist of 413 students, this was then resulted to the

total sample size of 62 wherein the respondents were chosen through the use of proportional

stratified sampling that divided them into their perspective strands. Furthermore, the researchers

were able to create a modified questionnaire for their research instrument which consisted of a

multiple choice and a likert-scale that was specifically made to address the questions provided in

the statement of the problem. On the other hand, the validity of the research instrument was

examined by the three validators that were specifically chosen by the researchers, namely; Ms.

Jaira Mae Dayao, Ms. Marly Nicorina Lopez, and Mr. Reinard Sanchez. And at last, right after

the instrument has been validated, the researchers already proceeded to the actual data gathering

process wherein they have created the survey questionnaire in Microsoft Forms, and was

distributed to the respondents through Microsoft Teams. The data that was collected by the

researchers were analyzed thoroughly and interpreted through the utilization of descriptive

statistics (frequency, mean, standard deviation) in which those are presented using a graph and a

table.

Based on the gathered results of the statistical data, the summary of findings is

summarized as follows:

1. Demographic Profile of the Students in Terms of Age

From the overall 62 respondents, 15 of them are at the age of 17, which is equivalent to

24.19% of the total population, while the respondents who are 18 years old have a total number

of 40, which is equivalent to 64.52% of the total population, and the respondents who are at the

age of 19 have a total number of 7, which is equivalent to only 11.29% of the total population.

2. Demographic Profile of the Students in Terms of Sex

60
 Based on the findings, out of all the 62 respondents, 35 were male, which is equivalent to

56.45% of the total population, and 27 were female, which is equivalent to 44.55% of the total

population.

3. Demographic Profile of the Students in Terms of Academic Achievement

From the results of the gathered data, out of a total of 62 respondents, 42 of them did not

receive an academic award, which is equivalent to 67.74% of the total population, while 20 of

them have received an academic achievement, which is equivalent to 32.26% of the total

population.

4. The Average Hours of Sleep of the Students in Accordance with their Age

Based on the results of the study, majority of the 17 years old students (f=5, %=33.33)

have an average sleeping time of 8 hours, while majority of the 18 years old students (f=10,

%=25) have an average sleeping time of 6 hours, and majority of the 19 years old students (f=4,

%=57.14) have an average sleeping time of 7 hours.

5. The Average Hours of Sleep of the Students in Accordance with their Sex

Majority of the female students (f=9, %=25.71) have an average of 7 hours of sleep,

while the majority of the male students (f=7, %=25.93) have an average of 8 hours of sleep.

6. The Average Hours of Sleep of the Students in Accordance with their Academic

Achievement

Based on the gathered results, majority of the students who received an academic

achievement have an average hours of sleep of 6 hours (f=6, %=30), while majority of the

students who did not received an academic achievement have an average hours of sleep of 7

61
hours (f=10, %=23.81).

7. The Environmental Factors Affecting the Sleeping Habits

From the results of the findings, the environmental factor that obtained the highest

weighted mean score of 3.32 is the temperature in the room, while the factor that obtained the

lowest weighted mean score of 2.66 from the respondents is the uncomfortable bed and/or

pillows.

8. The Psychological Factors Affecting the Sleeping Habits

Based on the results, the psychological factor that greatly affects the sleeping habits of

the students is the stress wherein it got the highest weighted mean score of 3.95, while the factor

that got the lowest weighted mean score of 2.11 is the medication intake.

9. The Social Factors Affecting the Sleeping Habits

The social factor that acquired the highest weighted mean score of 3.94 is the excessive

use of the phone to browse different social media sites, while the factor that acquired the lowest

weighted mean score of 2.42 is watching TV and/or reading the news.

10. The Academic Demand Factors Affecting the Sleeping Habits

From the gathered data, the academic demand factor that gained the highest weighted

mean score of 3.85 is the need to accomplish school work due for the day, whereas the factor that

obtained the lowest weighted mean score of 3.03 is the lack of physical activity due to busy

school work schedule.

Conclusions

The following conclusions were made from the results of this study:

62
1. The majority of the Grade 12 students in their seventeenth year have an average sleeping

time of 8 hours. While the majority of students in their eighteenth year have an average

sleep of 6 hours. Furthermore, most of the students in their nineteenth year have an

average sleeping time of 7 hours. Therefore, the Grade 12 students in their seventeenth

and nineteenth year got the recommended amount of sleep for their age, while the Grade

12 students in their eighteenth year did not achieve the recommended time of sleep

assigned to their age.

2. The majority of the Grade 12 Female students in Centro Escolar Integrated School, Inc. -

Malolos, have an average sleeping time of 7 hours. Nonetheless, the Grade 12 Male

students of the same school have an average sleeping time of 8 hours. This just means

that the sleeping duration of males is longer than females.

3. The majority of the Grade 12 honor students of Centro Escolar Integrated School, Inc.-

Malolos have an average sleeping time of 6 hours. However, the students without honors

have an average sleeping time of 7 hours. This indicated that students with high grades

have the least amount of sleeping time than those without honors.

4. The main environmental factor that affects the sleeping habits of the students is the

temperature in the room, while an uncomfortable bed and pillow has the slightest effect

on their sleeping habits. The results indicated that the majority of Grade 12 students are

having a hard time sleeping due to the temperature of their room.

5. The psychological factor that greatly affects the sleeping habits of the students is stress.

While medication intake has the least effect on the sleeping habits of the students. Hence,

most of the students are having a hard time dealing with stress which affects their

sleeping habits.

63
 6. The social factor that mostly affects the sleeping habits of the Grade 12 students is the

excessive use of phones to browse different social media sites. On the other hand,

watching TV and/or reading news is the social factor that has the least effect on the

sleeping habits of the students. Therefore, lots of Grade 12 students spend most of their

time surfing the internet rather than sleeping.

7. The academic demand that has the greatest influence on the sleeping habits of Grade 12

students is the need to complete schoolwork due today. On the other hand, coffee intake

to complete the day's tasks has the least effect on the sleeping habits of Grade 12

students. So that includes that academic demand really does affect the sleeping patterns

of every student just like completing school work within the day.

Recommendations

Due to some limitations, this analysis can be further investigated and analyzed. The researchers

made some suggestions to students, parents, teachers, school administrators, and the Department

of Education to change students' sleeping patterns, as well as to future researchers who would

further refine the report. In accordance with that, the research team's recommendations are listed

below.

1. For the parents, and teachers, an optional semestral parent - teacher meeting may be conducted

to determine and address problems that students may have.

2. For the school administrators, instituting a buddy system may help in determining concerns

that may arise during the pandemic including problems in sleep. The addition of a virtual

guidance counseling session regarding ways to deal with poor sleeping habits should be made

available for students.

64
3. For the Department of Education, administration of a survey to assess the students’ perception

on virtual learning and academic workload given may be done. This may help in devising

adjustments that can improve students’ well-being.

4. For the future researchers, a correlational study may be conducted to determine the

relationship between sleeping patterns and other factors that may affect sleep (i.e.,

environmental, social, psychological, academic demand, etc.). Additional studies on the effect of

the above-mentioned factors in the sleeping pattern of a different age group may also be done for

comparison. Moreover, a larger sample size may help improve the validity of the study.

65
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 APPENDIX A
LETTERS

Permission Letter

SENIOR HIGH SCHOOL DEPARTMENT

City of Malolos, Bulacan

April 30, 2021

Mr. Jay-arr C. Tayao

School Principal/Registrar
Centro Escolar Integrated School, Inc.
Malolos City, Bulacan

Through: Ms. Marife V. Cabuyao

Assistant Principal of Senior High School Department
Centro Escolar Integrated School, Inc.
Malolos City, Bulacan

Dear Sir/Ma’am,

Greetings of Love and Peace!

We are the Grade 12 students of the Humanities and Social Sciences (HUMSS) Strand in Centro
Escolar Integrated School, Inc. – Malolos, school year 2020-2021. We are currently conducting a research
study entitled, “Assessing the Sleeping Habits of the Grade 12 Students of Centro Escolar Integrated
School, Inc. – Malolos During the COVID-19 Pandemic.” Which is in line to our subject completion in
Inquiries, Investigation, and Immersion.

With this, we are humbly asking for your permission to allow us to conduct our study in your
institution and to also give your permission to us to have the Grade 12 students of all strands to be the
respondents of our study. In addition, we will also acquire the data that from the randomly selected
respondents using established questionnaires that we, the researchers, have modified in order for it to fit
within our study. The said questionnaires will be answered by the respondents through the use of
Microsoft Forms for an easy transaction since the school already provided us the accounts. We will also

72
want to assure you that we will be getting the consent of our respondents by sending them a consent letter
through Microsoft Forms as well.

Aside from what we have said, we would also like to inform you that we will going to request an
updated master list of all the enrolled students of Grade 12 under the three (3) academic strands from the
Registrar’s Office. Rest assured that the names and information that we will acquire will be kept with
utmost confidentiality and will be used only for us to effectively accomplish our research study. We
would gratefully appreciate your positive response in regards to this manner.

Thank you, stay safe, and God bless us all!

Respectfully Yours, (student researchers)

Fate Westly M. Cunanan

Ma. Michaella S. Dungganon

Jerra Mae C. Stuart

John Kenneth P. Tiangco

Michaella J. Villegas

Noted by:

Ms. Rochelle S. Tolentino, LPT

Subject Teacher in Inquiries, Investigation, and Immersion

73
Approved by:

Ms. Marife V. Cabuyao

Assistant Principal of Senior High School Department

Mr. Jay-arr C. Tayao

School Principal/Registrar

74
 Request Letter

SENIOR HIGH SCHOOL DEPARTMENT

City of Malolos, Bulacan

April 30, 2021

Mr. Jay-arr C. Tayao

School Principal/Registrar
Centro Escolar Integrated School, Inc.
Malolos City, Bulacan

Through: Ms. Julie Ann Bautista

Student Records Officer
Centro Escolar Integrated School, Inc.
Malolos City, Bulacan

Dear Sir/Ma’am,

Greetings of Love and Peace!

We are the Grade 12 students of the Humanities and Social Sciences (HUMSS) Strand in Centro
Escolar Integrated School, Inc. – Malolos, school year 2020-2021. We are currently conducting a research
study entitled, “Assessing the Sleeping Habits of the Grade 12 Students of Centro Escolar Integrated
School, Inc. – Malolos During the COVID-19 Pandemic.” Which is in line to our subject completion in
Inquiries, Investigation, and Immersion.

In accordance with this, we would like to request an updated master list of all the enrolled Grade
12 students in Centro Escolar Integrated School, Inc. – Malolos for the 2 nd semester of the school year
2020-2021. We would also like to humbly request to you to provide us the list of the students based on
their respective strands (STEM, ABM, and HUMSS). Rest assured that the information and data of the
students that we will acquire will be kept with utmost confidentiality and will only be used for us to
effectively accomplish our research study. We are looking forward to your positive response towards this
manner.

Thank you and have a good day!

75
Respectfully Yours, (student researchers)

Fate Westly M. Cunanan

Ma. Michaella S. Dungganon

Jerra Mae C. Stuart

John Kenneth P. Tiangco

Michaella J. Villegas

Noted by:

Ms. Rochelle S. Tolentino, LPT

Subject Teacher in Inquiries, Investigation, and Immersion

Approved by:

Ms. Julie Ann Bautista

Student Records Officer

Mr. Jay-arr C. Tayao

School Principal/Registrar

76
 Validation Letters

SENIOR HIGH SCHOOL DEPARTMENT

City of Malolos, Bulacan

April 30, 2021

Ms. Jaira Mae Dayao

School Psychometrician
Centro Escolar Integrated School, Inc.
Malolos City, Bulacan

Dear Ms. Dayao,

Greetings of Love and Peace!

We are the Grade 12 students under the Humanities and Social Sciences (HUMSS) Strand of
Centro Escolar Integrated School - Malolos, school year 2020-2021. We are currently conducting a
research study entitled, “Assessing the Sleeping Habits of the Grade 12 Students of Centro Escolar
Integrated School, Inc. – Malolos During the COVID-19 Pandemic” Which is in line to our subject
completion in Inquiries, Investigation, and Immersion.

To effectively achieve the aim of our study, which is to determine the sleeping habits of the
Grade 12 students during the COVID-19 pandemic in accordance to their demographic profiles along
with the factors contributing to their sleeping habits, we, the researchers, have prepared a modified online
survey questionnaire for the respondents to answer via Microsoft Forms.

In addition, we are humbly requesting you to be one of our validators to validate our research
instrument. We believe that your guidance and knowledge will definitely be a huge help for us to
effectively conduct and establish a good research study. In accordance with this, a copy of our
questionnaires is attached at the next page of this letter for you to check. If you have any questions,
concerns, or suggestions, please feel free to send a message to our group leader, Michaella J. Villegas,
through her email (villegas1975327@ceis.edu.ph).

We are looking forward to your response and to have you as one of our trusted validators. Thank
you and God bless!

77
Respectfully Yours, (student researchers)

Fate Westly M. Cunanan

Ma. Michaella S. Dungganon

Jerra Mae C. Stuart

John Kenneth P. Tiangco

Michaella J. Villegas

Noted by:

Ms. Rochelle S. Tolentino, LPT

Subject Teacher in Inquiries, Investigation, and Immersion

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 SENIOR HIGH SCHOOL DEPARTMENT
City of Malolos, Bulacan

April 30, 2021

Mr. Reinard T. Sanchez

School Psychometrician
Centro Escolar Integrated School, Inc.
Malolos City, Bulacan

Dear Sir Sanchez,

Greetings of Love and Peace!

We are the Grade 12 students under the Humanities and Social Sciences (HUMSS) Strand of
Centro Escolar Integrated School - Malolos, school year 2020-2021. We are currently conducting a
research study entitled, “Assessing the Sleeping Habits of the Grade 12 Students of Centro Escolar
Integrated School, Inc. – Malolos During the COVID-19 Pandemic.” Which is in line to our subject
completion in Inquiries, Investigation, and Immersion.

To effectively achieve the aim of our study, which is to determine the sleeping habits of the
Grade 12 students during the COVID-19 pandemic in accordance to their demographic profiles along
with the factors contributing to their sleeping habits, we, the researchers, have prepared a modified online
survey questionnaire for the respondents to answer via Microsoft Forms.

In addition, we are humbly requesting you to be one of our validators to validate our research
instrument. We believe that your guidance and knowledge will definitely be a huge help for us to
effectively conduct and establish a good research study. In accordance with this, a copy of our
questionnaires is attached at the next page of this letter for you to check. If you have any questions,
concerns, or suggestions, please feel free to send a message to our group leader, Michaella J. Villegas,
through her email (villegas1975327@ceis.edu.ph).

We are looking forward to your response and to have you as one of our trusted validators. Thank
you and God bless!

79
Respectfully Yours, (student researchers)

Fate Westly M. Cunanan

Ma. Michaella S. Dungganon

Jerra Mae C. Stuart

John Kenneth P. Tiangco

Michaella J. Villegas

Noted by:

Ms. Rochelle S. Tolentino, LPT

Subject Teacher in Inquiries, Investigation, and Immersion

80
 SENIOR HIGH SCHOOL DEPARTMENT
City of Malolos, Bulacan

April 30, 2021

Ms. Marly Nicorina Lopez

Senior High School Teacher
Centro Escolar Integrated School, Inc.
Malolos City, Bulacan

Dear Ms. Lopez,

Greetings of Love and Peace!

We are the Grade 12 students under the Humanities and Social Sciences (HUMSS) Strand in
Centro Escolar Integrated School, Inc. – Malolos, school year 2020-2021. We are currently conducting a
research study entitled, “Assessing the Sleeping Habits of the Grade 12 Students of Centro Escolar
Integrated School, Inc. – Malolos During the COVID-19 Pandemic.” Which is in line to our subject
completion in Inquiries, Investigation, and Immersion.

To effectively achieve the aim of our study, which is to determine the sleeping habits of the
Grade 12 students during the COVID-19 pandemic in accordance to their demographic profiles along
with the factors contributing to their sleeping habits, we, the researchers, have prepared a modified online
survey questionnaire for the respondents to answer via Microsoft Forms.

In addition, we are humbly requesting you to be one of our validators to validate our research
instrument. We believe that your guidance and knowledge will definitely be a huge help for us to
effectively conduct and establish a good research study. In accordance with this, a copy of our
questionnaires is attached at the next page of this letter for you to check. If you have any questions,
concerns, or suggestions, please feel free to send a message to our group leader, Michaella J. Villegas,
through her email (villegas1975327@ceis.edu.ph).

We are looking forward to your response and to have you as one of our trusted validators. Thank
you and God bless!

81
Respectfully Yours, (student researchers)

Fate Westly M. Cunanan

Ma. Michaella S. Dungganon

Jerra Mae C. Stuart

John Kenneth P. Tiangco

Michaella J. Villegas

Noted by:

Ms. Rochelle S. Tolentino, LPT

Subject Teacher in Inquiries, Investigation, and Immersion

82
 Consent Letter

SENIOR HIGH SCHOOL DEPARTMENT

City of Malolos, Bulacan

Dear Escolarians,

Greetings of love and peace! We hope that you are all safe amidst the COVID-19 pandemic that
we are dealing with today.

We are the Grade 12 students from Humanities and Social Sciences Strand of Centro Escolar
Integrated School, Inc. – Malolos, school year 2020-2021. We are currently conducting a research study
entitled, “Assessing the Sleeping Habits of the Grade 12 Students of Centro Escolar Integrated School,
Inc. – Malolos During the COVID-19 Pandemic.” In partial fulfillment of the subject Inquiries,
Investigation, and Immersion.

In line with this, we were able to identify the specific respondents that will participate in our
study through the use of proportional stratified and simple random sampling, which led to our approach to
you today. We are kindly requesting for your time and support in participating in our research by
answering this questionnaire. We promise to keep the information you provide with utmost
confidentiality and to use it exclusively for scholarly and research purposes only. We hope you remember
that your involvement in our study is entirely voluntary, and that submitting your personal information to
us and by clicking ‘yes’ and ‘next' represents your permission. Please do not hesitate to contact the
researchers if there is a problem with your involvement or if you have any questions that you would like
to be addressed.

Thank you so much and we are hoping for your kind participation. God bless and keep safe
always!

Sincerely, (the researchers)

Fate Westly M. Cunanan

Ma. Michaella S. Dungganon

83
Jerra Mae C. Stuart

John Kenneth P. Tiangco

Michaella J. Villegas

84
 APPENDIX B
Instrument of the Study

Assessment of the Sleeping Habits of Grade 12 Students During the COVID-19 Pandemic

PART I: Demographic Profile

Directions: Kindly fill in the needed details with full honesty. Place your answer in the space provided.

1. Name (Optional)

2. CEIS Email Address: _________________________________

3. Age: ____

4. Sex

o Male

o Female

5. Have you received an academic award for the last semester, particularly with honors?

o Yes

o No

PART II: Assessment of the Sleeping Habits

Directions: Please assess your sleeping habits by picking out the option that best reflects your

experience.

1. What time do you usually sleep at night for the last 2 weeks?

o Before 9:00 pm

o Between 9:00 pm – 10:00 pm

o Between 10:00 pm – 11:00 pm

o Between 11:00 pm – 12:00 am

o Between 12:00 am – 1:00 am

81
 o 1:00 am or later

2. How long do you sleep at night for the last 2 weeks?

o 4 hours and below

o 5 hours

o 6 hours

o 7 hours

o 8 hours

o 9 hours and above

3. What time do you usually wake up in the morning for the last 2 weeks?

o Before 5:00 am

o 5:00 am – 6:00 am

o 6:00 am – 7:00 am

o 7:00 am – 8:00 am

o 8:00 am – 9:00 am

o 9:00 am – 10:00 am

o 10:00 am – 11:00 am

o 11:00 am – 12:00 pm

o 12:00 pm – 1:00 pm

o 1:00 pm or later

4. How long does it take you to fall asleep at night for the last 2 weeks?

o Less than 15 minutes

o 15 – 30 minutes

o 30 – 45 minutes

o 45 – 60 minutes

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 o More than 1 hour

5. Do you think you are getting enough sleep?

o Yes

o No

o Not sure

PART III: Factors Affecting the Sleeping Habits

Directions: Kindly indicate your level of agreement on the following factors that might affect your

sleeping habits by assigning a numerical value based on the following scale below:

1 = Strongly Disagree

2 = Disagree

3 = Neutral

4 = Agree

5 = Strongly Agree

Factors Strongly Disagree Disagree Neutral Agree Strongly Agree

I am having a hard time falling (1) (2) (3) (4) (5)
asleep because of…
ENVIRONMENTAL FACTORS

1. Lighting of the room

2. Room scents (e.g., sweat,

perfume, humidity,
naphthalene, smoke, etc.)
3. Uncomfortable bed and/or
pillows
4. Temperature in the room

5. Sounds from inside the room

83
PSYCHOLOGICAL FACTORS

1. Stress

2. Loneliness and/or sadness

3. Anxiety and/or tension

4. Medication intake

5. Having bad dreams

SOCIAL FACTORS

1. Relationship problems (e.g.,

family, partner, etc.)
2. Watching TV and/or reading
news
3. Watching movies and/or
streaming (e.g., Netflix,
Korean dramas, etc.)
4. Playing mobile games (e.g.,
Mobile Legends, Rules of
Survival, Call of Duty, etc.)
5. Excessive use of phone to
browse different social media
sites
ACADEMIC DEMAND
FACTORS
1. Accomplishing a school work
due for the day
2. Amount of caffeine intake (to
be able to finish the pending
tasks due)
3. Lack of physical activity
(because of busyness to
school works)
4. Preparation for examination,
quiz, reporting, and recitation
5. Faster internet access at night

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Validated by:

APPENDIX C
Curriculum Vitae

Name: Michaella J. Villegas

Address: 594 Bukid Street, Matungao, Bulakan, Bulacan, 3017
Contact #: 09978716009
Email: michaella.villegas819@gmail.com

PERSONAL INFORMATION
Birthday: August 19, 2003
Place of Birth: Malolos City, Bulacan
Age: 17
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father: Manuel D. Villegas
Mother: Miguela J. Villegas

EDUCATIONAL BACKGROUND

85
Secondary Centro Escolar Integrated School, Inc.
Km. 44, McArthur Highway, Malolos City, Bulacan
HUMSS 12-A
2019 – Present

Assumpta Academy
#6 Camino Real Street, San Jose, Bulakan, Bulacan 3017
2015 – 2019

Elementary Assumpta Academy

#6 Camino Real Street, San Jose, Bulakan, Bulacan 3017
2008 – 2015

86
Name: Fate Westly M. Cunanan
Address: Phase 2B block 9 lot 15 Camella Provence,
Barangay Look 1st, Malolos, Bulacan
Contact #: 09675628069
Email: fatecunanan222@gmail.com

PERSONAL INFORMATION
Birthday: May 22, 2003
Place of Birth: Quezon City
Age: 17
Nationality: Filipino
Religion: Christian
Civil Status: Single
Father: Wilfredo L. Cunanan
Mother: Maria Fe M. Cunanan

EDUCATIONAL BACKGROUND
Secondary Centro Escolar Integrated School, Inc.
Km. 44, McArthur Highway, Malolos City, Bulacan
HUMSS 12-A
2019 – Present

87
 Marcelo H. Del Pilar National Highschool
Sta Isabel, Malolos City, Bulacan, 3000
2017 – 2019

Elementary Academia De San Gabriel Archangel

Phase 5B, Grand Royale subdivision, Malolos City,
Bulacan, 3000
2013 – 2015

88
Name: Ma. Michaela S. Dungganon
Address: 275A Campupot Street, Ligas, City of Malolos,
Bulacan, 3000
Contact #: 09091587872
Email: dungganon1975063@ceis.edu.ph

PERSONAL INFORMATION
Birthday: September 17, 2003
Place of Birth: Malolos City, Bulacan
Age: 17
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father: Michael O. Dungganon
Mother: Cristina S. Dungganon

EDUCATIONAL BACKGROUND
Secondary Centro Escolar Integrated School, Inc.
Km. 44, McArthur Highway, Malolos City, Bulacan, 3000
HUMSS 12-A

89
 2019 – Present

Guiguinto National Vocational High School

Poblacion, Guiguinto, Bulacan
2015 – 2019

Elementary Ligas Elementary School

Ligas, Malolos, Bulacan
2008 - 2015

90
Name: Jerra Mae C. Stuart
Address: Ph7F, Block 6, Lot 5, Grand Royale Subd.
Brgy. Pinagbakahan, Malolos, Bulacan
Contact #: 09555698730
Email: jerrastuart2002@gmail.com

PERSONAL INFORMATION
Birthday: July 18, 2002
Place of Birth: Quezon City
Age: 18
Nationality: Filipino-American
Religion: Christian
Civil Status: Single
Father: Randall Erwin Stuart
Mother: Mary Jane Stuart

EDUCATIONAL BACKGROUND
Secondary Centro Escolar Integrated School, Inc.
Km. 44, McArthur Highway, Malolos City, Bulacan
HUMSS 12-A

91
 2019 – Present

Lord’s Shepherds Academy

Nlex Exit, Sta Cruz, Guiguinto, Bulacan, 3015
2016 – 2019

Elementary Hope Christian Academy

1103 Epifanio de los Santos Ave, Balintawak, Quezon
City, Metro Manila
2009 – 2015

92
Name: John Kenneth P. Tiangco
Address: Purok 2, Barangay Gugo, Calumpit, Bulacan
Contact #: 09959340480
Email: tiangcojohnkenneth@gmail.com

PERSONAL INFORMATION
Birthday: June 20, 2002
Place of Birth: Quezon City
Age: 18
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father: Arvin Tiangco
Mother: Marjorie Clair Tiangco

EDUCATIONAL BACKGROUND
Secondary Centro Escolar Integrated School, Inc.
Km. 44, McArthur Highway, Malolos City, Bulacan, 3000

93
 HUMSS 12-A
2019 – Present

St. John The Baptist Catholic School

Poblacion, Calumpit, Bulacan, 3003
2015 – 2019

Elementary St. John The Baptist Catholic School

Poblacion, Calumpit, Bulacan, 3003
2013 – 2015

St. Mary’s College Quezon City

37 Mother Ignacia Avenue, Diliman, Quezon City, 1103,
Metro Manila
2012 – 2013

Immaculate Conception Cathedral School

#39 Lantana, Cubao, Quezon City, Metro Manila
2011 – 2012

St. Joseph’s College of Quezon City

295, 1102 E Rodriguez Sr. Ave, Quezon City, 1112 Metro
Manila
2010 – 2011

94
95